Contextualizing Learning Chemistry in First-Year Undergraduate Programs: Engaging Industry-Based Videos with Real-Time Quizzing

Autor/inn/en	Urban, Sylvia; Brkljaca, Robert; Cockman, Russell; Rook, Trevor
Titel	Contextualizing Learning Chemistry in First-Year Undergraduate Programs: Engaging Industry-Based Videos with Real-Time Quizzing
Quelle	In: Journal of Chemical Education, 94 (2017) 7, S.873-878 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urban, Sylvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00063
Schlagwörter	College Freshmen; Chemistry; Educational Technology; Video Technology; Foreign Countries; Teaching Methods; Science Instruction; Science Activities; Multimedia Instruction; Feedback (Response); Formative Evaluation; Computer Assisted Testing; Case Studies; Scientific Concepts; Australia + Suchen Sie Ihr Suchwort? Studienanfänger; Chemie; Unterrichtsmedien; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multimediales Lernen; Case study; Fallstudie; Case Study; Australien
Abstract	First-year undergraduate classes present challenges in teaching as they usually have high student enrolment numbers and students studying across a range of higher education programs that require a fundamental understanding of knowledge that is not perceived in their area of study. This provides a challenge in terms of engaging and maintaining student interest, primarily because students do not recognize the application of knowledge to their field of study. The challenge is to contextualize the content for the range of student cohorts within the one course. This is a common issue within many of the programs offered at RMIT University, Melbourne, Australia. The teaching pedagogy and learning design pattern developed address the implementation of activities that incorporate the flexible delivery of content, including online media-rich interactive learning via the creation of short videos, to illustrate the direct application and relevance of the content and thereby capture student interest and increase their motivation to learn. It also includes formative feedback to students via real-time student quizzing. In this case study, seven YouTube chemistry videos were created for a first-year undergraduate chemistry course. The videos created needed to be short, sharp, and engaging and were based on relevant chemistry topics taught. Each video created also included at least one Australian-based industry to give real-life relevance and focus as well as tailor them to the local student cohort. (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