Adapting a Student-Centered Chemistry Curriculum to a Large-Enrollment Context: Successes and Challenges

Autor/inn/en	Borda, Emily J.; Boudreaux, Andrew; Fackler-Adams, Ben; Frazey, Paul; Julin, Sara; Pennington, Gregory; Ogle, Jared
Titel	Adapting a Student-Centered Chemistry Curriculum to a Large-Enrollment Context: Successes and Challenges
Quelle	In: Journal of College Science Teaching, 46 (2017) 5, S.8-13 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
DOI	10.2505/4/jcst17_046_05_8
Schlagwörter	Student Centered Curriculum; Chemistry; Science Instruction; Scores; Science Tests; Teaching Methods; Comparative Analysis; Large Group Instruction; Lecture Method; Constructivism (Learning); Introductory Courses; Scientific Concepts; Scaling; Instructional Effectiveness; Multiple Choice Tests; Audience Response Systems; Questionnaires; Higher Education; College Students; Washington + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Scale construction; Skalenkonstruktion; Unterrichtserfolg; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fragebogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	Passive, lecture-based forms of instruction are often ineffective in helping students develop deep conceptual understanding of scientific concepts. Student-centered forms of instruction based in a constructivist framework, where students are guided toward actively constructing their understanding, have been met with greater success. However, implementation of constructivist-based curricula and complementary teaching practices in large introductory college courses is often met with unique challenges. Here we describe and evaluate the scaling of a constructivist-based, student-centered chemistry curriculum from its original implementation in a 24-seat small-enrollment course to a 96-seat large-enrollment course. Postinstruction test scores for the scaled up, student-centered course were intermediate between the large-enrollment traditional course and the small-enrollment student-centered course, suggesting limited success of the scaling. We discuss barriers to scaling and future steps to improve the large-enrollment course. Our goal is to inform similar transformations to student-centered curricula and practices in other large-enrollment courses. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01