Introducing Scientific Literature to Honors General Chemistry Students: Teaching Information Literacy and the Nature of Research to First-Year Chemistry Students

Autor/inn/en	Ferrer-Vinent, Ignacio J.; Bruehl, Margaret; Pan, Denise; Jones, Galin L.
Titel	Introducing Scientific Literature to Honors General Chemistry Students: Teaching Information Literacy and the Nature of Research to First-Year Chemistry Students
Quelle	In: Journal of Chemical Education, 92 (2015) 4, S.617-624 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500472v
Schlagwörter	Chemistry; General Education; Scientific Literacy; Honors Curriculum; Information Literacy; College Freshmen; Scientific Principles; Case Studies; Scientific Methodology; Curriculum Implementation; Information Skills; Student Experience; Performance Based Assessment; Citation Analysis; Science Activities; Grades (Scholastic); Longitudinal Studies; Pretests Posttests; Student Surveys; Statistical Analysis; Scientific and Technical Information; Search Strategies; Student Research; Library Instruction; Teaching Methods; Educational Practices; Colorado + Suchen Sie Ihr Suchwort? Chemie; Allgemein bildendes Schulwesen; Allgemeinbildung; Informationskompetenz; Studienanfänger; Case study; Fallstudie; Case Study; Orientierungswissen; Studienerfahrung; Leistungsermittlung; Citation; Citations; Zitatenanalyse; Zitat; Notenspiegel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerbefragung; Statistische Analyse; Suchstrategie; Studentenforschung; Bibliotheksverzeichnis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	This paper describes the methodology and implementation of a case study introducing the scientific literature and creative experiment design to honors general chemistry laboratory students. The purpose of this study is to determine whether first-year chemistry students can develop information literacy skills while they engage with the primary chemical literature. Subject-specific library instruction was paired with student assignments by using the scientific literature as a resource for ideas on developing general chemistry experiments of their own creation. Student performance and experiences were measured through examination of literature search processes; bibliographic citation analysis; in-class exercises; course grades; and pre-, post-, and longitudinal surveys. Statistical analysis indicated a positive relationship between the number of literature resources viewed during course activities and the final course grade. We identified a way to measure students' ability to narrow a range of information down to an important few, which is an essential part of establishing information literacy. Results show that the approach provides immediate and long-term benefits to student performance. First-year students were capable of effectively using sophisticated literature search tools, and as evidenced by their perceptions, students placed a high value on these skills. (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	2020/1/01