Improving Student Performance in Organic Chemistry: Help Seeking Behaviors and Prior Chemistry Aptitude

Autor/inn/en	Horowitz, Gail; Rabin, Laura A.; Brodale, Donald L.
Titel	Improving Student Performance in Organic Chemistry: Help Seeking Behaviors and Prior Chemistry Aptitude
Quelle	In: Journal of the Scholarship of Teaching and Learning, 13 (2013) 3, S.120-133 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Organic Chemistry; Help Seeking; Undergraduate Study; Science Instruction; Action Research; At Risk Students; Urban Universities; State Universities; Metacognition; Learning Strategies; Minority Group Students; First Generation College Students; Academic Achievement; Teaching Methods; Regression (Statistics); Disproportionate Representation; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Organische Chemie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Grundstudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Projektforschung; Staatliche Universität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Regression; Regressionsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Organic Chemistry is perceived to be one of the most challenging of undergraduate science courses, and attrition from this course may impact decisions about pursuing a professional or academic career in the biomedical and related sciences. Research suggests that chemistry students who are strategic help seekers may outperform those students who avoid seeking help, and that encouraging self-regulated learning behaviors can benefit academically at-risk students. In the current study we present the results of action research conducted in an Organic Chemistry classroom at a large, urban, public university over the course of three semesters. Results suggest that encouraging academic help seeking, a type of self-regulated learning, improves student outcomes. Implications for other science courses and for similar student populations (underrepresented minorities and first generation to attend college) are discussed. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10