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Balta, Nuri; Perera-Rodríguez, Víctor-Hugo; Hervás-Gómez, Carlos – Education and Information Technologies, 2018
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students' exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85…
Descriptors: Homework, Statistical Analysis, Scores, Student Attitudes
Crimmins, Michael T.; Midkiff, Brooke – Journal of Chemical Education, 2017
Organic Chemistry is a required course for programs in chemistry, biology, and many health science careers. It has historically been considered a highly challenging course with significant failure rates. As with many science disciplines, the teaching of Organic Chemistry has traditionally focused on unstructured exposition-centered delivery of…
Descriptors: Organic Chemistry, Science Instruction, Cooperative Learning, Problem Solving
Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin; Eddinger, Thomas J. – CBE - Life Sciences Education, 2014
Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive "interventions," such as written exam corrections and peer-reviewed writing…
Descriptors: Writing Assignments, Metacognition, Introductory Courses, Biology
Bennett, William Drew – ProQuest LLC, 2011
This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…
Descriptors: Direct Instruction, Writing Assignments, Homework, Prior Learning
Caplan-Auerbach, Jacqueline – Journal of Geoscience Education, 2009
Many students view equations as a series of variables and operators into which numbers should be plugged rather than as representative of a physical process. To solve a problem they may simply look for an equation with the correct variables and assume it meets their needs, rather than selecting an equation that represents the appropriate physical…
Descriptors: Undergraduate Students, Geophysics, Introductory Courses, Problem Solving