Literaturnachweis - Detailanzeige
| Autor/inn/en | Muthyala, Rajeev S.; Wei, Wei |
|---|---|
| Titel | Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum |
| Quelle | In: Journal of Chemical Education, 90 (2013) 1, S.45-50 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| Schlagwörter | Organic Chemistry; Introductory Courses; Classroom Environment; Science Achievement; College Science; Constructivism (Learning); Active Learning; Science Education; Undergraduate Students; Time Factors (Learning); Grades (Scholastic); Formative Evaluation; Audience Response Systems; Minnesota |
| Abstract | A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two different classroom environments, the Node and the Spoke, in two first-year organic chemistry courses. Using, for the first time, formative assessment (in the form of clickers, or personal response systems) together with summative evaluations, we found no significant difference in student performance between the two classrooms. There was, however, a consistent trend of higher average grades among students in the Spoke environment compared to those in the Node classroom. (Contains 3 figures and 4 tables.) (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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