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Using Chemistry Concepts Inventory to Identify Alternative Conceptions and Their Persistence in General Chemistry Courses
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Salame, Issa I.; Casino, Pauline – International Journal of Instruction, 2021
General Chemistry is a course where students are expected to nurture the development of their fundamental concepts in chemistry. Students begin general chemistry with alternative conceptions about the topics and fragmented knowledge structures. Majority of students who successfully complete the general chemistry course sequence continue to hold…
Descriptors: Scientific Concepts, Concept Formation, Chemistry, College Science
The Learning Effects of a Multidisciplinary Professional Development Programme
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Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees – Journal of Science Education and Technology, 2013
Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in "Prof Dev Educ" 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done…
Descriptors: Faculty Development, Interdisciplinary Approach, Curriculum Implementation, Program Effectiveness
Lessons from a Large-Scale Assessment: Results from Conceptual Inventories
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Thacker, Beth; Dulli, Hani; Pattillo, Dave; West, Keith – Physical Review Special Topics - Physics Education Research, 2014
We report conceptual inventory results of a large-scale assessment project at a large university. We studied the introduction of materials and instructional methods informed by physics education research (PER) (physics education research-informed materials) into a department where most instruction has previously been traditional and a significant…
Descriptors: Measurement, Physics, Science Education, Educational Research
The Effects of Passive and Active Learning on Student Preference and Performance in an Undergraduate Basic Science Course
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Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah – Anatomical Sciences Education, 2012
Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical)…
Descriptors: Cognitive Style, Seminars, Active Learning, Likert Scales
Is There a "Back" of the Room when the Teacher Is in the Middle?
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Kregenow, Julia Miller; Rogers, Michael; Price, Matthew F. – Journal of College Science Teaching, 2011
We studied student seating habits in both a traditional lecture hall with the instructor in the front and in a SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) studio-style classroom with the instructor in the middle. Like several previous authors, we find that students with higher course grades tend to sit in the…
Descriptors: College Students, Grades (Scholastic), Measures (Individuals), Lecture Method
Student Learning Styles and Academic Performance in a Non-Traditional Anatomy Course
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Gravenhorst, Robynne M. – Journal of Dance Education, 2007
This study examines the interaction between learning styles and academic performance in an anatomy course that blends traditional lecture with an array of hands-on activities. Participants were 19 students (ranging from 18 to 24 years of age) at Columbia College, Chicago. The Felder-Silverman Index of Learning Styles and a 25-item pre-test and…
Descriptors: College Students, Academic Achievement, Anatomy, Correlation