Search

The process of designing an experiment is a difficult one. Students often struggle to perform such tasks as the design process places a large cognitive load on students. Scaffolding is the process of providing support for a student to allow them to complete tasks they would otherwise not have been able to complete. This study sought to investigate backwards-design, one form of scaffolding the experimental design process for students. Students were guided through the design process in a backwards manner (designing the results section first and working backwards through typical report components to the materials and safety sections). The use of reflective prompts as possible scaffold for metacognitive processes was also studied. Scaffolding was in the form of a computer application built specifically for this purpose. Four versions of the computer application were randomly assigned to 102 high school chemistry students and students were asked to the design of an experiment, producing a report. The use of backwards-design scaffolding resulted in significantly higher performance on lab reports. The addition of reflective prompts reduced the effect of backwards-design scaffolding in lower-level students.

While lecture demonstrations have been conducted in chemistry classrooms for hundreds of years, little research exists to document the frequency with which such demonstrations are employed or their effect on learners' motivation and performance. A mixed-methods research study was performed, using quantitative and qualitative survey data, along with qualitative data from follow-up interviews and structured email correspondence. Fifty-two randomly selected chemistry teachers completed a survey regarding their present and projected use of classroom demonstrations. Twelve of the survey participants provided elaboration in the form of an extended questionnaire. Data indicate that all except one of the survey participants currently employ lecture demonstrations, and all anticipate performing the same number of, or more, demonstrations in their future instruction. Extended questionnaire and survey data reveal that the participating chemistry teachers perceive substantial positive effects on students' performance on classroom assignments and a lesser, though still positive, effect, on learners' motivation. No correlations were observed between the number of lecture demonstrations performed and educators' years of experience teaching chemistry, previous exposure to demonstrations, or undergraduate degrees earned. (Contains 2 tables.)

An overarching theory that enables a systematic study of learning recently has been developed. Motivation, for example, is something we all think "we know when we see". It was an important step to recognize that motivation can be conceptualized in terms of allocating working memory and especially attention to a learning task. The unified learning model (ULM) was synthesized from the literature with this in mind. Using the ULM as a basis for analysis, it is possible to consider all aspects of learning. A good place to begin concerns schools in general and why, in particular, school is not thought of as being easy. The ULM explains that allocating working memory often requires effort, and any exertion of such effort may be perceived as being hard. This paper is an analysis of school learning and especially science learning (STEM learning) in terms of the ULM.

The case for chemistry instruction based on worked examples is presented, using a contemporary model of human learning. We begin by detailing human cognitive architecture and outlining the Interactive Compensatory Model of Learning (ICML). Through the ICML, the role of motivation, deliberate practice and feedback are detailed as key variables in the development of expertise. Using instructional examples, the strategy of worked example-based learning is described and contrasted with more open-ended forms of instruction. The learning mechanism inherent in instruction based on worked examples is shown to be theoretically consistent with the principles of the ICML. (Contains 4 figures.)

Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes. This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term outcomes. A sample of 75 graduate nursing students was given a total of ten examinations. Four examinations provided tutorials in which the students received one of two types of feedback, simple or elaborate. Five examinations provided tutorials with no feedback. A comprehensive final examination compared initial content and final scores. This study found no significant differences between the types of feedback the students received. The mean scores were significantly higher on the four examinations where the students received feedback than on the five examinations with no feedback on tutorials. The comparison between the individual examinations and the similar content portion of the final examination indicated a significant drop in each of the four examinations where feedback was given and a significant improvement in four of the five examinations where no feedback was given.

The Advanced Placement (AP) Descriptive Chemistry Website allows users to practice chemistry problems. This study involved the redesign of the Website using worked examples to enhance learner performance. The population sample for the study includes users (students and teachers) interested in learning descriptive chemistry materials. The users were randomly selected to receive worked examples. Usage patterns with the Website were analyzed to assess learner performance using the Independent Samples t-test. No important differences were found in learning between the worked example and more conventional strategies.

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

The theory of memory and the ability to influence learning with conscious and unconscious factors, both internal and external, is reviewed. From a connectionist view of memory, the interactive compensatory model of learning is introduced, with an emphasis on the plastic components (motivation, prior knowledge, and metacognition) that can be regulated. Expert students, but not naive students, have a considerable ability to self-regulate their learning processes and improve performance in undergraduate courses. We propose that in a class situation, there are emergent opportunities for an instructor who understands the dynamics of the learning environment to provide regulation for collective learning of multiple students and improve group learning. There are three interfaces for instructor-regulated collective learning, and examples are provided for each to suggest how instructors may effectively provide regulation.

The interactive compensatory model of learning (ICML) aims to provide a framework for understanding and improving teacher skills in creating learning environments. A research-supported way of understanding learning and to use this to generate some practical suggestions for teaching are outlined.

The feedback connected to some action made by a learner is discussed and the interactive compensatory model of learning (ICML) is described. It is suggested that instruction usually could be described in one of three approaches, namely direct, socially mediated, and autonomous learning.

For over a decade, the authors have been involved in a design theory experiment providing software for high school students preparing for the descriptive question on the Advanced Placement (AP) chemistry examination. Since 1997, the software has been available as a Web site offering repeatable practice. This study describes a 4-year project during which incorrect responses using the most recent interface were collected and saved in a dataset. A descriptive analysis suggests that the most basic errors include: failing to write appropriate chemical formulas, recognize reactive species in net ionic reactions, and recognize weak electrolytes. The largest single group of reported errors, recognizing weak electrolytes, implies strategies for improved student performance on the AP examination. In addition, the results of this study support the development of greatly enhanced feedback for future learners who use the site. (Contains 3 tables.)

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are discussed in relation to Scientific Discovery Learning and Cognitive Load Theory.

An innovative zoo outreach program, Our Zoo to You, places zoo animals in local classrooms for extended observation periods. With guidance and support from zoo staff, students are able to safely experience a variety of animals, including geckos, snakes, legless lizards, horned toads, ringneck doves, ferrets, hedgehogs, African brown millipedes, and Madagascar hissing cockroaches.

Investigates the impact of technology-focused grants funded by state lottery proceeds on four schools in a Midwestern state. Findings highlight the differences in resources among large and small schools, the impact of individuals on a school's culture, the role of the state's educational support services, and the role of technology in educational practice. (Author/SOE)

Discusses the dimensions of automatic, Web-based testing and the issues surrounding it. Suggests two testing softwares, eGrade and Test Pilot. (Author/SOE)

Presents results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the Force Concept Inventory (FCI) between two laboratory groups. One group completed cookbook labs while the other completed Interactive-Engagement (IE) labs in RealTime Physics. Suggests that laboratory activities should engage students in making choices based upon physical principles and receive feedback about those choices. (Author/SOE)

Describes the development of three graduate level biochemistry courses targeting high school science teachers. Uses distributed resources and points out the lack of certainty on such freely available distributed resources. (Author/YDS)

Discusses leadership issues that arose during the creation and offering of an Internet-based course for high school chemistry teachers including course organization, recruiting students, and technological support available to participating students. (Author/WRM)