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Examining the Role of Assignment Design and Peer Review on Student Responses and Revisions to an Organic Chemistry Writing-to-Learn Assignment
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Field M. Watts; Solaire A. Finkenstaedt-Quinn; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Research on student learning in organic chemistry indicates that students tend to focus on surface level features of molecules with less consideration of implicit properties when engaging in mechanistic reasoning. Writing-to-learn (WTL) is one approach for supporting students' mechanistic reasoning. A variation of WTL incorporates peer review and…
Descriptors: Organic Chemistry, Writing Assignments, Design, Peer Evaluation
Evaluating Whether Flipped Classrooms Improve Student Learning in Science Education: A Systematic Review and Meta-Analysis
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Turan, Zeynep – Scandinavian Journal of Educational Research, 2023
This study aims to determine the effectiveness of flipped classrooms in science education through the use of systematic review and meta-analysis. A total of 64 studies were analyzed by scanning the following databases: Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO). Of the studies analyzed, 18 were selected for…
Descriptors: Flipped Classroom, Program Effectiveness, Science Education, Teaching Methods
Humanistic Higher Education.
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Bebout, Jim; Greening, Tom, Eds. – Journal of Humanistic Psychology, 1981
In 14 articles a record, a tribute and an analysis of struggles of humanistic educators who worked toward new forms of higher education (1966-1980) and four models are presented. Recommendations for more enlightened humanistic endeavors are discussed with a look toward the future of education. (RC)
Descriptors: Courses, Decision Making, Educational Development, Experimental Colleges