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Characterization of First-Semester Organic Chemistry Peer-Led Team Learning and Cyber Peer-Led Team Learning Students’ Use and Explanation of Electron-Pushing Formalism
Journal of Chemical Education ( IF 3 ) Pub Date : 2018-11-06 00:00:00 , DOI: 10.1021/acs.jchemed.8b00387
Sarah Beth Wilson 1 , Pratibha Varma-Nelson 2
Affiliation  

The purpose of this parallel convergent mixed methods study was to characterize organic chemistry students’ expression of electron-pushing formalism skills who had participated in peer-led team learning (PLTL) and cyber peer-led team learning (cPLTL), a synchronous online version of peer-led team learning (PLTL) workshops. A new electron-pushing formalism analytic framework was developed from a review of the literature in addition to analysis of students’ interview artifacts, using a constant-comparison process. Utilization of this new electron-pushing formalism analytic framework for coding student interview artifacts revealed that cPLTL students were significantly less likely to successfully draw the product suggested by the curved arrows than their PLTL classmates. Implications for instructors are suggested, including encouraging students to verbally explain their rationale while drawing mechanisms as well as optimizing graphical collaborative learning activities for online learners.

中文翻译:

第一学期有机化学同行小组学习和网络同行小组学习学生对电子推动形式主义的使用和解释的表征

这项并行的融合混合方法研究的目的是描述有机化学学生表达的电子推动形式主义技能的表达能力,这些技能已经参加了由同行领导的团队学习(PLTL)和网络同行领导的团队学习(cPLTL)(同步在线版本)同行领导的团队学习(PLTL)研讨会。除了对学生的访谈文物进行分析之外,还通过使用恒定比较过程,通过对文献的回顾,开发了一种新的电子推动形式主义分析框架。利用这种新的电子推送形式主义分析框架来编码学生面试工件时发现,与PLTL同学相比,cPLTL学生成功绘制弯曲箭头所建议的产品的可能性要小得多。建议对教员有影响,
更新日期:2018-11-06
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