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Gehman, Courtney A.; Hantz, Eric R.; Hamann, Christian S. – Journal of Chemical Education, 2021
[superscript 1]H NMR spectroscopy is a molecular characterization technique that is ubiquitously used in research and teaching laboratories alike. Strategic deuteration of molecules is a commonly employed technique in the deconvolution of [superscript 1]H NMR signals. Here this approach is applied in a second-year chemistry course in which…
Descriptors: Undergraduate Students, College Science, Chemistry, Science Experiments
Barral, Ana Maria; Ardi-Pastores, Veronica C.; Simmons, Rachel E. – CBE - Life Sciences Education, 2018
A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated…
Descriptors: Video Technology, Homework, Teaching Methods, Biology
Karim, Nafis Imtiaz – ProQuest LLC, 2018
This thesis explores impact of evidence-based active-engagement courses (EBAE) on student achievement and gender gap in introductory physics. The first study is about the pedagogical content knowledge (PCK) of the physics teaching assistants (TAs) at identifying introductory students' difficulties using the Conceptual Survey of Electricity and…
Descriptors: Physics, Introductory Courses, Evidence Based Practice, Science Achievement
Agustian, Hendra Y.; Seery, Michael K. – Chemistry Education Research and Practice, 2017
In this article we summarise over 60 reports and research articles on pre-laboratory activities in higher education chemistry. In the first section of the review, we categorise these activities as follows. First are those intending to introduce chemical concepts, that typically take the form of a pre-laboratory lecture, pre-laboratory quizzes, and…
Descriptors: Science Instruction, Chemistry, Science Laboratories, College Science
Shattuck, James C. – Journal of Chemical Education, 2016
Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…
Descriptors: Organic Chemistry, Teaching Methods, Science Instruction, Control Groups
Daubenfeld, Thorsten; Zenker, Dietmar – Journal of Chemical Education, 2015
We designed, implemented, and evaluated a game-based learning approach to increase student motivation and achievement for an undergraduate physical chemistry course. By focusing only on the most important game aspects, the implementation was realized with a production ratio of 1:8 (study load in hours divided by production effort in hours).…
Descriptors: Educational Games, Teaching Methods, Science Instruction, Chemistry
Pilcher, Spence C. – Journal of Chemical Education, 2017
An upper-division undergraduate polymer chemistry course was developed as a blended/hybrid course. The students met face-to-face once a week for 75 min with all other components being available online. Face-to-face meetings were used for class discussions/problem-based lectures, student presentations, hands-on activities, and examinations. Online…
Descriptors: Undergraduate Students, College Science, Blended Learning, Curriculum Design
Rudolph, Alexander L. – Astronomy Education Review, 2013
The increasing use of interactive learning [IL] strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework and raise the question of whether the…
Descriptors: Science Instruction, Astronomy, Textbooks, Teaching Methods
Shuster, Michele I.; Preszler, Ralph – International Journal for the Scholarship of Teaching and Learning, 2014
Over the past eight years we have undertaken iterative cycles of course reform in two introductory biology courses: Biology 111 and Biology 211. Our revisions of these formerly "traditional" lecture courses have included in-class case studies with and without peer facilitators and peer-facilitated small-group workshops. Based on analyses…
Descriptors: Introductory Courses, Biology, Science Education, Teaching Methods
Bowen, Mark Ryan – ProQuest LLC, 2011
Epistemologies were measured across two separate lecture sections of introductory algebra-based physics at UC Davis. Remarkable differences in epistemologies, as measured by the MPEX II survey were noted with one section's students (section A) showing significantly better gains in almost all epistemological categories than the other (section…
Descriptors: Epistemology, Physics, Introductory Courses, Surveys
Revell, Kevin D. – Journal of Chemical Education, 2014
Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…
Descriptors: Chemistry, Science Instruction, Laptop Computers, Computer Software
Yoder, Garett; Cook, Jerry – Journal of STEM Education: Innovations and Research, 2014
The Department of Physics at EKU [Eastern Kentucky University] with support from the National Science Foundations Course Curriculum and Laboratory Improvement Program has successfully converted our entire introductory physics sequence, both algebra-based and calculus-based courses, to an activity-based format where laboratory activities,…
Descriptors: Physics, College Science, Science Laboratories, Laboratory Experiments
Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C. – Physical Review Special Topics - Physics Education Research, 2010
To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and…
Descriptors: Physics, Lecture Method, Introductory Courses, Computer Assisted Instruction
Milner-Bolotin, Marina; Moll, Rachel – Physics Teacher, 2008
In the past few decades, the physics teaching community has witnessed a surge in creative and often effective ways of using technology to improve physics instruction. Most of these findings suggest how technology can help instructors create interactive learning environments and how interactivity influences the effectiveness of physics learning.…
Descriptors: Physics, Foreign Countries, Science Teachers, Teaching Methods
Donovan, William – Journal of Computers in Mathematics and Science Teaching, 2008
This paper reports the findings of a study of student attitudes and student improvement in conceptual understanding using conceptests with an electronic response system in lecture courses. Students and instructors valued the feedback and interaction that the response system afforded. For a majority of the chemistry topics studied, student…
Descriptors: Feedback (Response), Student Attitudes, Student Improvement, Chemistry