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Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry
Chemistry Education Research and Practice ( IF 2.6 ) Pub Date : 2018-02-16 00:00:00 , DOI: 10.1039/c7rp00186j
Julie Donnelly 1, 2, 3, 4 , Florencio E. Hernández 1, 2, 3, 4, 5
Affiliation  

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

中文翻译:

融合反向和非正式的学习计划和空间:学生对物理化学中主动学习的看法

物理化学专业的学生通常对物理化学的成功抱有消极的看法和较低的期望,这些态度可能会影响他们在课程中的表现。尽管有几项研究的结果表明,使用主动学习策略时对物理化学的肯定认识增加,但美国最近对教师进行的一项调查显示,以讲师为中心的方法在物理化学中仍然很普遍。为了揭示对主动学习物理化学课程中学生体验的更深刻理解,我们提出了一种现象学研究,即当使用主动学习策略对课程进行完全重新设计时,学生对物理化学的感知。使用翻转的教室,活跃的学习空间,合作学习和替代评估,我们强调基本概念,并鼓励学生对自己的学习负责。根据不限成员名额的调查和对学生的访谈,我们发现学生在过渡过程中遇到困难,但是对这种方法有一些明显的正面看法。这与以前以合作学习为重点的物理化学课程研究相吻合。作为对该课程重新设计有效性的更大规模研究的一部分,我们将展示学生如何看待这些策略的有效性以及他们对该策略的反应。此外,我们讨论了这些发现对于积极学习物理化学课堂的意义。但对该方法有一些重要的正面看法。这与以前以合作学习为重点的物理化学课程研究相吻合。作为对该课程重新设计有效性的更大规模研究的一部分,我们将展示学生如何看待这些策略的有效性以及他们对该策略的反应。此外,我们讨论了这些发现对于积极学习物理化学课堂的意义。但对该方法有一些重要的正面看法。这与以前以合作学习为重点的物理化学课程研究相吻合。作为对该课程重新设计有效性的更大规模研究的一部分,我们将展示学生如何看待这些策略的有效性以及他们对该策略的反应。此外,我们讨论了这些发现对于积极学习物理化学课堂的意义。
更新日期:2018-02-16
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