354,183 results on '"Lee AT"'
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2. Call Me Mendeleev: A Middle Grades Science Lesson on the Periodic Properties of Elements
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Bonnie B. Glass, Tammy D. Lee, and E. Blair Driver
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Each year, in middle and high school classrooms, secondary science teachers introduce their students to the periodic table of elements (herein the periodic table). According to the Next Generation Science Standards (NGSS Lead States, 2013), one of the performance expectations states that high school students should be able to, "Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels." Thus, building an understanding of how elements vary in properties is foundational knowledge for middle grades science students. In this paper, we provide context around the importance of having middle grades students participate in the scientific practices of evaluating data and model-building, just as Dimitri Mendeleev and his contemporaries did. Having students use data on elemental properties to find patterns helps them develop their understanding of the nature of scientific discovery as well as aid in their comprehension of the periodicity of elements. Middle grades students are rarely engaged in the process of scientific model-building (Schwarz et al., 2009). Involving learners in model development leads to deeper understanding of key models in science and the nature of disciplinary knowledge in science (Lehrer & Schauble, 2007). By explaining this novel lesson, we evidence how this activity engaged students in the practices of scientists as they learned about this fundamental model.
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- 2023
3. An Impression That Lasts: Assessing the Impact of a Co-Curricular Service-Learning in Chemistry
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David Jonathan Cruz, Armando Victor Guidote, Genejane Adarlo, and Henson Lee Yu
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Co-curricular service-learning has increasingly attracted participants from students as it can enrich their experience of learning chemistry, among others. An example is "Kimikamahika," wherein chemistry students from a Catholic university in the Philippines volunteer in public schools, orphanages, daycare centers, and local organizations to promote interest in chemistry among children by demonstrating eye-catching experiments. However, studies are few on the lasting impression of co-curricular service-learning among students compared to their peers without such community engagement. Hence, this mixed-methods study assessed the long-lasting impact of "Kimikamahika" on its past volunteers vis-a-vis their peers not part of this service-learning in terms of gains in course-related skills, real-world application, career opportunities, leadership skills, and community engagement. A one-tailed Mann-Whitney U Test ([alpha] = 0.05) of the survey responses revealed significantly higher ratings given by 54 volunteers of "Kimikamahika" in the acquisition of course-related skills (p = 0.033), application of classroom learning to real-world situations (p = 0.045), and participation in community engagement (p = 0.013) against the ratings of 24 peers not involved in this service-learning. A thematic analysis of interviews with thirteen past "Kimikamahika" volunteers further showed the lasting impression of a cocurricular service-learning on their academic, personal, professional, and civic life. [For the full proceedings, see ED654100.]
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- 2023
4. Hands-On Interaction in the Augmented Reality (AR) Chemistry Laboratories Enhances the Learning Effects of Low-Achieving Students: A Pilot Study
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Yufang Cheng, Meng-Han Lee, Chung-Sung Yang, and Pei-Yu Wu
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Purpose: The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject. Design/methodology/approach: The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system. Findings: These results confirmed that the AR educational program could have increased substantial benefits in improvements of students' knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects. Originality/value: The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.
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- 2024
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5. Empowering ChatGPT with Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction
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Hsin-Yu Lee, Pei-Hua Chen, Wei-Sheng Wang, Yueh-Min Huang, and Ting-Ting Wu
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In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.
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- 2024
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6. The Use of Virtual Reality in a Chemistry Lab and Its Impact on Students' Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety
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Gungor, Almer, Kool, Denise, Lee, May, Avraamidou, Lucy, Eisink, Niek, Albada, Bauke, van der Kolk, Koos, Tromp, Moniek, and Bitter, Johannes Hendrik
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The purpose of this study was to evaluate the impact of virtual reality on undergraduate students' self-efficacy, self-concept, interest, and laboratory anxiety in an introductory chemistry course. We used a mixed-methods approach to improve our understanding of how these factors mediate student learning. The findings showed that (i) the use of the virtual reality application had an overall positive impact on students' self-efficacy, self-concept, interest, and anxiety; and (ii) students who expressed some anxiety about doing the lab prior to the course reported the use of the virtual reality application decreased their levels of anxiety at the end of the lab. The implications of these findings speak to the potential value of the use of virtual reality applications in higher education and especially in situations when distance learning is the only option as well as in situations where the costs of real laboratories cannot be afforded.
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- 2022
7. The Emergence of Remote Laboratory Courses in an Emergency Situation: University Instructors' Agency during the COVID-19 Pandemic
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Lee, Gyeong-Geon, Kang, Da Yeon, Kim, Myeong Ji, Hong, Hun-Gi, and Martin, Sonya N.
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This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one each for physics, chemistry, biology, and earth science, and two major-level laboratory courses taught during the spring and fall of 2020. Employing a sociocultural perspective, we examined how the changes in structures at the macro-, meso-, and micro-levels shaped the responses of educational authorities and impacted the agency of university instructors. Instructors implemented various remote laboratory courses in each content area dependent upon availability and access to material resources, including access to video of laboratory activities, and also based on the nature of experimental data associated with each content area. Drawing from survey responses and in-depth interviews with instructors and students, we share findings about how instructor practices impacted the interactions of students, the processes for evaluation, and student learning. We discuss how the global pandemic has re-ignited the debate about the role and value of experimental laboratory activities for undergraduate science majors and about the significance of hands-on versus minds-on science learning. Implications for how universities approach laboratory coursework in the post-COVID-19 are discussed, and questions for university science instruction are raised for future research.
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- 2023
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8. Enhancing Academic Performance and Student Success through Learning Analytics-Based Personalised Feedback Emails in First-Year Chemistry
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Kyne, Sara H., Lee, Martin M. H., and Reyes, Charisse T.
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Recent developments in digital technologies, including learning analytics are changing educational practices due to the wealth of information available and its utility to inform academic interventions for students. This study investigates the impact of personalised feedback emails on students' academic performance and student success in large first-year undergraduate chemistry courses. Learning analytics was used to inform and generate feedback emails to students at various timepoints during the semester. The feedback emails to students included an evaluation of their current performance, and advice of support systems and resources to support their learning. We analysed the marks of 6334 students at three timepoints during the semester in addition to their final course grade, and compared academic performance across three years of course offerings (2019-2021). We compared students that did not receive feedback (2019 control groups, n = 2391) with students that did receive feedback (2020-2021 experimental groups, n = 3943). Our findings suggest that students receiving personalised emails during the semester were more likely to pass their first-year chemistry course. Furthermore, our data showed that sending personalised feedback emails fostered higher student success among a greater number of students within the cohort, as well as students' appraisal of the personalised feedback.
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- 2023
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9. E-content module for Chemistry Massive Open Online Course (MOOC): Development and Students' Perceptions
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Hamid, Siti Nurshuhada Mohd, Lee, Tien Tien, Taha, Hafsah, Rahim, Nurulsaidah Abdul, and Sharif, Aisyah Mohamad
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This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student's perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students' perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index ([alpha] = 0.94). The mean scores for students' perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both lecturers and students in the teaching and learning of Chemistry in higher education institution.
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- 2021
10. A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms
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Liu, Pei Pei, McKinney, David, Lee, Alexandra A., Schmidt, Jennifer A., Marchand, Gwen C., and Linnenbrink-Garcia, Lisa
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Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures. Student perceptions were largely consistent with our observational analysis and suggested that a positive social climate and autonomy support are important elements of mastery goal structure. However, balancing socio-emotional support with sufficient academic rigor may be especially important for students with high levels of mastery goal orientation and self-efficacy in science. Implications for research include the need for further research linking classroom stimuli to variability in perceived goal structure, especially across students with different motivational characteristics. Implications for practice include strategies for science teachers to promote perceptions of a mastery goal focus in students, particularly through feedback and recognition practices.
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- 2023
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11. Supporting English Language Learners in College Science Classrooms: Insights from Chemistry Students
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Lee, Eshani N., Orgill, MaryKay, and Kardash, CarolAnne
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General chemistry is a mandatory course for those in pursuit of careers in various allied health and science, technology, engineering, and mathematics (STEM) fields. However, many students find chemistry difficult. For English language learners (ELLs), the situation is especially demanding, as these students are required to learn the specialized academic language and concepts of chemistry while simultaneously learning English. To further complicate the matter, chemistry is also comprehensive in nature, which does not leave much room for error in developing a solid understanding of key concepts. These challenges can potentially become an impediment to ELLs' future success, and research has suggested that this student group is largely overlooked, particularly in the context of postsecondary science classrooms. It is important that educators address the unique learning experiences and needs that ELL students have in the science classroom to provide them with equitable access to science knowledge and careers. The goal of the current study is to consider the specific challenges that ELL students face in university-level general chemistry courses. It focuses on two questions: (1) What types of challenges do undergraduate ELLs report experiencing in terms of their learning, participation, and assessment? and (2) Which learning techniques do ELLs report using to support their learning needs? The authors believe that this information can provide college science instructors with insights about how to support the learning of ELLs in their classrooms.
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- 2020
12. Designing E-Content for Teaching Basic Chemistry Concepts in Higher Education: A Needs Analysis
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Lee, Tien Tien, Sharif, Aisyah Mohamad, and Rahim, Nurulsaidah Abdul
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The aim of this study is to develop an e-content including four topics and three experiments for SKU3013 Chemistry I that will be implemented using the blended learning mode. The ADDIE Model was followed in this design and development research. This paper will focus on the analysis phase only. Involved respondents were 52 students who registered for SKU3013 Chemistry I in semester 1 session 2016/2017 in one of the Malaysian higher education institutions (HEIs). The instrument involved in the study was the basic chemistry concept test. The results from the test showed that the students were weak in answering conversion factor problems. They were also weak in writing ionization energy equations, determining the limiting reactants, and calculating the percent yields. The results obtained from the basic chemistry test will be taken into consideration during the design phase to ensure that the e-content design can help students to overcome their weaknesses in learning basic chemistry concepts.
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- 2018
13. Development of a Colorimetric Measurement Mobile App for Active Learning in Analytical Chemistry
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Chow, Eric H. C., Keyes, Christopher, Ho, Koon-Sing, Lee, Albert W. M., Lee, Wai-Yee, and Fong, Nga-Wing
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This paper describes the development of a mobile application to engage students in active learning in analytical chemistry. Colorimetry is a topic in analytical chemistry that can effectively be learned through the use of mobile devices to perform colorimetric measurement in the real-life environment. Previous attempts in the development of colorimetry mobile apps have been described in the literatures, however, shortcomings exist in their ease of use for teaching and learning and dissemination. We herein propose a colorimetry mobile app design that allows anyone to download, and easily perform colorimetric measurements and engage in active learning anytime, anywhere. Pedagogical underpinnings of the mobile learning activity and app design will also be discussed. [For the complete proceedings, see ED590271.]
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- 2018
14. Audible Sound Controlled Blue Bottle Experiment
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Lee, Ilbong, Hwang, Ilha, Mukhopadhyay, Rahul Dev, and Kim, Kimoon
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The formation of chemical patterns is in general difficult to control due to the random diffusive motions of the reacting chemical species in solution. In this paper, we present a new method using audible sound to control the formation of chemical patterns obtained in blue bottle experiments. The waves generated on the surface of the solution by applying audible sound result in the nonuniform dissolution of atmospheric gases such as oxygen at the nodal and antinodal positions. On the basis of this phenomenon, the shapes of the patterns could be tuned according to the characteristics of the applied sound input, such as frequency and amplitude. This is an easy way for students to follow and control redox-responsive and pH-responsive chemical reactions in solution. The experiments involve chemicals that are mostly nontoxic and are easy to demonstrate since they involve common electronic gadgets (e.g., smartphones, Bluetooth speakers, etc.). These experiments provide interesting demonstration activities as well as a new understanding of utilizing audible sound for controlling chemical reactions.
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- 2022
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15. Toward Equitable Assessment of English Language Learners in General Chemistry: Identifying Supportive Features in Assessment Items
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Lee, Eshani N. and Orgill, MaryKay
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Many students experience a language-related barrier which may keep them from fully understanding and engaging in complex chemistry content. Although dense and technically rich scientific language is challenging for most students to interpret, it can become a systematic barrier for English Language Learner (ELL) students when it cognitively interferes with their ability to demonstrate their content knowledge in a competitive, fast-paced, and mandatory science course. However, little is understood about how ELL undergraduates can be assessed in introductory science courses in a fair and equitable manner. The current study examined the potential of an equity-driven, empirical method (the Equitable Framework for Classroom Assessment; EFCA) for modifying assessment items to meet the needs of ELL students in general chemistry. Such an initiative is crucial for impartially assessing the chemical content knowledge of linguistically diverse students. We employed the guidelines of the EFCA to modify three assessment items (about the topics of limiting reactants and percent yield) in a way that reduces their linguistic complexity without watering down their content difficulty. We then presented ELL students with both the original and the modified versions of the items and asked them to comment-during semistructured, retrospective interviews-about the features that were supportive to their comprehension. The students identified multiple supportive features, including those related to the items' macrostructure (visual appearance) and its readability. They also identified specific types of scaffolds and representations that supported their understanding, as well as their ability to think through and set up the solution to the problems.
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- 2022
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16. Structural Determination of Model Phospholipid Membranes by Raman Spectroscopy: Laboratory Experiment
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Giancaspro, Joseph, Scollan, Patrick, Rosario, Juan, Miller, Elizabeth, Braziel, Samuel, and Lee, Sunghee
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In an upper-division interdisciplinary laboratory experiment, students use Raman spectroscopy to highlight how the overall structure and conformational order of lipid bilayers can be influenced by their individual phospholipid composition. Students prepare a supported lipid bilayer, as a model cell membrane, by spreading liposomes made of various phospholipids on a solid support. The characterization of phospholipid bilayers, a major component of cellular membranes, can advance our fundamental understanding of important biological phenomena, with significant implications in various fields including drug delivery and development. We use Raman spectroscopy as an analytical tool to investigate the structural and packing properties of model cell membranes. The spectral frequency, intensity, and line-width of lipid Raman bands are extremely sensitive to structural alterations. This experimental module effectively exposes students to the fundamentals of Raman spectroscopy and teaches students the importance of interdisciplinary education as they integrate concepts from chemical structure, molecular interactions, and analytical spectroscopic techniques to gain a more holistic understanding of biological membrane properties.
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- 2022
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17. Exploring Students' Understanding of Interactions and Energy across Chemistry and Biology
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Noyes, Keenan Chun Hong Lee
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One of the goals of science education is to help students make sense of the world around them. To that end, it is critical that students understand the central ideas in each discipline like, in chemistry, energy and interactions. These ideas are of particular importance because they are directly related to one another and are relevant across other science disciplines. Unfortunately, researchers have found that students often struggle to develop a deep understanding of these ideas. To uncover better ways to support students' learning, I explored how students understand interactions and energy in both chemistry and biology. In this dissertation, I focused on London dispersion forces (LDFs), a type of intermolecular force (IMF) which occurs between all atoms and molecules. Specifically, I used the lens of causal mechanistic reasoning to think about students' knowledge. That is, how students connect the properties and behaviors of the underlying entities to the overall phenomenon. If we can help students to develop this type of understanding, they may be able to make powerful predictions about new, unfamiliar phenomena in which IMFs play an important role. Additionally, I explored how students thought about the energy changes which result from the formation of LDFs. Lastly, I designed assessments to elicit and characterize explanations of protein-ligand binding, a biological phenomenon governed by IMFs. To explore these questions, I used a mix of qualitative and quantitative techniques. I designed tasks to elicit causal mechanistic responses from students, using students' responses to refine the task design. I also developed coding schemes to characterize students' engagement in causal mechanistic reasoning. Furthermore, I developed and used automated resources to analyze thousands of responses in a matter of minutes. In these studies, I focused primarily on undergraduate students enrolled in Chemistry, Life, the Universe, and Everything (CLUE), a transformed, core-idea centered general chemistry curriculum. From these studies, I found that the majority of CLUE students could leverage electrostatic ideas to explain LDFs, and that a meaningful proportion of those students could provide a full causal mechanistic account. This highlights the importance of emphasizing these interactions, and the mechanism by which they form, throughout the general chemistry course sequence. Additionally, students who used causal mechanistic reasoning to discuss LDFs were more likely to use that same reasoning in the context of the associated changes in potential energy. However, this relationship was weaker among those providing a partially causal mechanistic response. This suggests that more work needs to be done to find ways of supporting students to connect the ideas of interactions and energy. Additionally, in this thesis, I describe the process by which I used iterative design to develop a task eliciting causal mechanistic explanations of a biological phenomenon. In future work, these materials can be used to explore how broader groups of students engage with this task in an effort to foster interdisciplinary coherence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
18. Machine Learning for Functional Group Identification in Vibrational Spectroscopy: A Pedagogical Lab for Undergraduate Chemistry Students
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Thrall, Elizabeth S., Lee, Seung Eun, Schrier, Joshua, and Zhao, Yijun
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Techniques from the branch of artificial intelligence known as machine learning (ML) have been applied to a wide range of problems in chemistry. Nonetheless, there are very few examples of pedagogical activities to introduce ML to chemistry students in the chemistry education literature. Here we report a computational activity that introduces undergraduate physical chemistry students to ML in the context of vibrational spectroscopy. In the first part of the activity, students use ML binary classification algorithms to distinguish between carbonyl-containing and noncarbonyl-containing molecules on the basis of their infrared absorption spectra. In the second part of the activity, students test modifications to this basic analysis including different analysis parameters, different ML algorithms, and different test data sets. In a final extension of the activity, students implement a multiclass classification to predict whether carbonyl-containing molecules contain a ketone, a carboxylic acid, or another carbonyl group. This activity is designed to introduce students both to the basic workflow of a ML classification analysis and to some of the ways in which ML analyses can fail. We provide a comprehensive handout for the activity, including theoretical background and a detailed protocol, as well as data sets and code to implement the exercise in Python or Mathematica. This activity is designed as a standalone exercise for physical chemistry lab classes but can also be integrated with courses or modules on vibrational spectroscopy and computational chemistry. On the basis of student surveys, we conclude that this activity was successful in introducing students to applications of ML in chemistry.
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- 2021
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19. Perspectives on Blended Learning through the On-Line Platform, LabLessons, for Chemistry
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Jihad, Teeba, Klementowicz, Edward, Gryczka, Patrick, Sharrock, Chappel, Maxfield, MacRae, Lee, Yongjun, and Montclare, Jin Kim
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The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, "Formation of Hydrogen" and "Titration," were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific topics. The pre-lab modules introduced the students to experiments they were expected to perform in class the following day. The modules consisted of an introduction as well as either a visualization and/or simulation specific to each topic. Students and teachers who utilized LabLessons were surveyed to establish a preliminary research on the use of technology in classrooms. Student and teacher surveys demonstrated LabLessons to be an interactive and helpful tool to improve students' understanding of conceptual ideas.
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- 2018
20. Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment within a Laboratory Practical Exam for a Nonchemistry Majors' Organic Chemistry Lab
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Govindarajoo, Geeta, Lee, June Y., and Emenike, Mary Elizabeth
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Digital badges are credentials earned via a digital presentation to demonstrate the mastery of a technique. They have been utilized in General Chemistry laboratory courses as an assessment tool and to document students' development of a skill. A digital badge assignment was developed for thin layer chromatography (TLC) and integrated into a laboratory practical exam in a large-enrollment Organic Chemistry laboratory course for science majors. The students filmed themselves carrying out the TLC technique while explaining why specific steps were taken. After completing the filming, they applied the TLC technique off-camera to identify an unknown. Detailed directions, filming prompts, and rubrics are provided for this digital badge. The assignment was updated on the basis of the results from quantitative and qualitative data collected from around 800 students and a dozen GTAs. This data was also analyzed to explore the affordances and challenges of implementing a badge within a laboratory practical. Data included students' pre- and post-perceptions of their knowledge, experience, and confidence, scores on the laboratory practical and written final exam, and student and GTA responses to short-answer survey questions. The most helpful resources for the badge were the directions, filming prompts, and rubrics, while the challenges included filming oneself, time limits, and uploading videos to the learning management system (LMS). Overall, we believe the challenges students faced with the digital badge assignment were outweighed by the positive cognitive, psychomotor, and affective learning outcomes resulting from coupling a digital badge assignment with the identification of an unknown as complementary components of a required laboratory practical.
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- 2021
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21. Chemistry Massive Open Online Course: Validity, Reliability and Undergraduate Students' Perception
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Lee, Tien Tien, Taha, Hafsah, Sharif, Aisyah Mohamad, and Rahim, Nurulsaidah Abdul
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Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to: (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC; (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC; and (3) gauge undergraduate students' perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliability of the modules during the pilot study. A total of 129 undergraduate students participated in the real study as the respondents for the perception questionnaire. The content validity index for both the e-content and e-assessment module is 1.00, meanwhile, the reliability index for the e-content module and e-assessment module is 0.94 and 0.97, respectively. The overall mean score on the perception, instructional design elements, acceptance and usage barrier is 3.87 (SD = 0.53), 3.91 (SD = 0.62), 3.83 (SD = 0.52) and 2.80 (SD = 0.92) respectively. In conclusion, the results show that Chemistry MOOC is valid and reliable for self-learning online material for chemistry concepts. Students' perception mean scores on the Chemistry MOOC are moderately high, indicating that they positively perceive the MOOC developed. Improvement can be made to ensure a better quality of MOOC before carrying out the summative evaluation on the effectiveness of the Chemistry MOOC.
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- 2021
22. The Effects of Cooperative Flipped Learning on Science Achievement and Motivation in High School Students
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Lee, Gyeong-Geon, Jeon, Young-Eun, and Hong, Hun-Gi
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In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 lessons over about 4 weeks. In our research design, we paid particular attention to controlling the overall learning time in both the pre- and in-class contexts of the three groups. Our quantitative analysis confirmed that CFL positively affected motivation, but it negatively affected achievement. SFL showed the opposite results. In qualitative analysis, video watching in FL was rated satisfactorily in most cases, but some students reported that they lacked time. CFL inherited both the pros and cons of cooperative learning with regard to in-class interaction, and the effects of SFL depended on individual students' learning abilities. As a consequence, the balance between pre- and in-class learning should be considered carefully when implementing FL, and lab sessions are suitable candidates for this instructional system.
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- 2021
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23. A Framework for Integrating Sustainable Development Concepts into the Chemistry Curriculum towards Achieving Education for Sustainable Development in Malaysia
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Kanapathy, Suganty, Lee, Khai Ern, Mokhtar, Mazlin, Syed Zakaria, Sharifah Zarina, and Sivapalan, Subarna
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Purpose: In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach: This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings: The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders' engagement. The proposed framework was formulated by considering these aspects. Originality/value: The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.
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- 2021
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24. A Systematic Review of Trends and Findings in Research Employing Drawing Assessment in Science Education
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Chang, Hsin-Yi, Lin, Tzung-Jin, Lee, Min-Hsien, Lee, Silvia Wen-Yu, Lin, Tzu-Chiang, Tan, Aik-Ling, and Tsai, Chin-Chung
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In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students' ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students' conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students' understanding or mental models of science concepts, (c) participants' conceptions of science learning or teaching, (d) students' inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.
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- 2020
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25. Undergraduate Students' Understanding of Surface Tension Considering Molecular Area
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Park, Chulkyu, Lee, Chang Youn, and Hong, Hun-Gi
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According to the definition, surface tension could be affected not only by intermolecular interaction but also by molecular area. However, in chemistry textbooks, surface tension is mainly explained only in terms of intermolecular interaction. Although the existing surface tension concept in the textbooks can lead to a variety of counterexamples, research on undergraduates' responses to surface tension anomalies is rare. In this study, we had 16 undergraduates experience an anomalous surface tension experiment and analyzed how they responded to the anomalous data and whether their explanations had met conditions for accommodation. As a result, among the 16 participants, only one student (rejection response) retained her existing conception (i.e., surface tension is proportional only to the intermolecular interaction), and the rest of the students tried to explain the anomaly in their own ways (theory change, peripheral theory change, and abeyance responses). In particular, only the six students who considered both intermolecular interaction and molecular area properly showed a theory change response that matched conditions for accommodation (dissatisfaction, intelligibility, and plausibility). The results of the study imply that the surface tension concept considering both intermolecular interaction and molecular area might be an alternative to the existing concept in chemistry education.
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- 2020
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26. Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning
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Veloo, Arsaythamby, Hong, Lee Hooi, and Lee, Seung Chun
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The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students' midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was collected by using a survey questionnaire that was adapted from the Motivated Strategies and Learning Questionnaire (MSLQ). Random sampling method was utilized to select 358 students of Matriculation Science One-Year Programme. The results of gender differences showed that male students obtained significantly higher achievement in chemistry compared to female counterparts whereas there was no significant gender difference in self-regulated learning. The results of ethnicity differences confirmed that there was a significant difference in chemistry achievement between Malay and Chinese students, Malay and Indian students, respectively. In terms of self-regulated learning, however, a significant difference was found only between Malay and Indian students. The findings suggest that science instructors in higher education institutions utilize the MSLQ to get the information about students' self-regulatory level and motivational level, design a "gender-based initiative" to address the lower science achievement of female students, and be ready to having learning resources and pedagogical practices available for a learning condition with diverse groups of different ethnicities.
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- 2015
27. Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea
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Lee, Myung Won
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Due to the concern for COVID-19, universities in Korea switched to online teaching in most chemistry courses in the spring semester, 2020. While online lectures have been available for a small number of courses in the previous semesters, it is unprecedented that most lectures should be given online. In this communication, we describe how higher education in chemistry has been made in the spring semester, 2020, mainly based on the experience of the author and colleagues, and address the insights gained that we would like to share. Admittedly, the experience is limited, and there are still unresolved challenges.
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- 2020
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28. Community Engagement in Science through Art (CESTA) Summer Program
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Hoover, Jessica M., Lee, Jason, and Hamrick, Todd
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Despite the importance of chemistry in addressing many of society's most significant challenges, there is a growing stigma associated with chemicals in our nation, often termed "chemophobia". We sought to appeal to the public, not only through education, but also through art as an avenue for appreciation with the development of a new one-of-a-kind chemistry-art summer program. In the Community Engagement in Science Through Art (CESTA) summer program, chemistry, sculpture, and engineering students work collaboratively to design and construct an interactive art piece that brings chemistry to the local community. The program was designed to develop a unique and critical set of cross-disciplinary communication skills among our student participants while fostering a broad appreciation of the importance of other fields and their contribution to society. The schedule consisted of a brainstorming phase, including team development activities and field trips to science and art museums, prior to the building phase in which students presented and discussed sketches and small-scale prototypes of their ideas. Each summer culminated with the construction and public unveiling of a final collaborative sculpture. The outpouring of community and media interest in this program suggests promise for the opportunity to use art to improve the public's relationship with chemistry.
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- 2020
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29. Experimenting with At-Home General Chemistry Laboratories during the COVID-19 Pandemic
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Andrews, Jessica L., de Los Rios, Juan Pablo, Rayaluru, Mythreyi, Lee, Seungwon, Mai, Lilly, Schusser, Anna, and Mak, Chi H.
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During the COVID-19 pandemic, an at-home laboratory program was created and implemented for a section of the general chemistry course at the University of Southern California. The experiments were designed to only utilize safe household items and no special equipment. These laboratory activities, spanning over 4 weeks, focused on concepts usually covered in the final one-third of our second-semester chemistry laboratory, including pH, acid-base titrations, buffers, solubility, phase equilibria, and thermodynamics. In this article, we describe the design of the laboratories and our experience with this experiment, while also providing an assessment on how similar activities could be integrated profitably into a regular general chemistry course.
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- 2020
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30. Simple Visual-Aided Automated Titration Using the Python Programming Language
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Tan, Song Wei Benjamin, Naraharisetti, Pavan Kumar, Chin, Siew Kian, and Lee, Lai Yeng
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The advance of digital technology presents an opportunity to equip students with relevant skill sets as "Scientists of the Future" who are able to utilize knowledge at the interface between various disciplines. In this technology report, an open source programming language is used to automate a simple laboratory experiment commonly performed by Chemistry and Chemical Engineering students. It is introduced and demonstrated to the students from a 3-year Chemical Engineering undergraduate program. The aim of this activity is to allow students to appreciate the integration of knowledge from Chemistry and Computer Science.
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- 2020
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31. Introduction of Low-Barrier High--Throughput Experimentation in the Undergraduate Laboratory: Suzuki-Miyaura Reaction
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Lee, Jisun, Schmink, Jason R., and Berritt, Simon
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A contemporary undergraduate laboratory experiment incorporating parallel microscale experimentation was developed for the well-defined palladium catalyzed Suzuki-Miyaura cross coupling of 4-fluorophenylboronic acid with both 4-chloro- and 4-bromoanisole using 11 diverse phosphine ligands and one ligandless control. This laboratory introduces students to low-barrier high-throughput experimentation (HTE) technique that is widely utilized in both academic and industrial research settings. This experiment compliments current topics discussed in organic chemistry, inorganic chemistry, and organometallic chemistry lecture courses and serves to reinforce the students' understanding of fundamental concepts of transition metal mediated cross-coupling reactions. Students are also exposed to common analytical tools (thin layer chromatography (TLC) and high-pressure liquid chromatography (HPLC)) used in research settings to analyze the corresponding experimental data.
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- 2020
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32. Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective
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Heng, Lee Ling, Surif, Johari, Seng, Cher Hau, and Ibrahim, Nor Hasniza
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Purpose: Argumentative practices are central to science education, and have recently been emphasised to promote students' reasoning skills and to develop student's understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when engaged in individual and group argumentations. Methodology: 356 form four science students were first randomly assigned to an argumentative condition, after their lesson on acids and bases, presented using the developed instructional materials. Each individual or group was then asked to answer an Open-ended Scientific Argumentation Test (OSAT). Discussions during group argumentations were observed and recorded. All the answers provided in the OSAT were then analysed based on their accuracy, the triplet relationship in chemistry and for the presence of argumentation elements. Observations from the group argumentations were transcribed and assessed. Findings: The results show that in both argumentative conditions, most of the arguments constructed tend to consist of the elements of claim and evidence. The results also show that students who work in groups outperform students who work individually. As individuals, most of the arguments presented tend to be simple with reasoning at a macro-level. As groups, the arguments presented are more complex, where justifications are provided at the sub-micro and symbolic levels, and with fewer misconceptions. That is because group argumentation participants have the opportunity to share ideas, detect and correct each other's mistakes, seek explanations and explain ideas. Significance: The study implies that group argumentation enhances students' argumentation and reasoning skills and improves their mastery of scientific concepts. In addition, this study also investigates students' performance from the Malaysian perspective.
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- 2015
33. Individual versus Group Argumentation: Student's Performance in a Malaysian Context
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Heng, Lee Ling, Surif, Johari, and Seng, Cher Hau
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Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total of 120 students were selected and were first randomly divided into two groups to answer the Scientific Argumentation Test (ScAT). One group of students answered individually, while the other group was allowed to collaborate among group members. The Student Semi Structured Interview (SSSI) and Teacher Semi Structured Interview (TSSI) were also conducted on a selected group of students and their teachers to gather additional information to support the ScAT data. The findings showed that there is a significant difference in the mastery level of scientific argumentation between groups and individuals. Students who participated in group argumentation tend to perform better than those who participated in individual argumentation. However, the mastery level of scientific argumentation for both groups of students was generally unsatisfactory. Therefore, the teaching and learning of science in Malaysian schools need to emphasize more on group argumentative activities to enhance students' mastery of scientific argumentation, which will also their reasoning capabilities and scientific knowledge.
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- 2014
34. The Evaluation of Students' Written Reflection on the Learning of General Chemistry Lab Experiment
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Han, Ng Sook, Li, Ho Ket, Sin, Lee Choy, and Sin, Keng Pei
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Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence on the effect of reflective writing interventions on the learning of general chemistry lab experiment supports the examination of this concept. The central goal of this exploratory study was to evaluate the students' written reflections about experimental work. This study used an instrument, pre- and post-intervention design. Data were collected in the form of individual reflective writing reports by students enrolled in the first semester of a general chemistry course. Our findings indicated that the treatment group had a statistically significant increase (p = 0.000) on the posttest test after a week of reflective writing was administered when compared to the control group. Students' reflective writings were evaluated in the aspects of knowledge, critical thinking and applications. In the case of knowledge, our findings were particularly interesting as higher level of students' knowledge understanding was associated with the experimentation. The results of this study make it imperative for School of Pharmacy (SoP) and Health Sciences (SoHS) at this institution to consider including reflective writing in lab experiments.
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- 2014
35. Online Social Networking-Based Health Education: Effects on Students' Awareness and Practice of Laboratory Safety
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Daclan, Joshua Rovie Lee
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This study examined the effects of integrating instructional materials in Facebook on students' awareness and practice of laboratory safety. A quasi-experimental pretest-posttest two-group design was used in the study. The results indicate: 1.) The exposure to (Online Social Networking-Based Health Education) OSNBHE can improve students' awareness of laboratory safety (ALS) (p < 0.05); 2.) The exposure to OSNBHE can improve practice of laboratory safety (PLS) (p < 0.05); and, 3.) The ALS does not predict PLS (R[superscript 2] = 0.09, CI = 95%).
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- 2013
36. Sustainable Development Concept in the Chemistry Curriculum: An Exploration of Foundation Students' Perspective
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Kanapathy, Suganty, Lee, Khai Ern, Sivapalan, Subarna, Mokhtar, Mazlin, Zakaria, Sharifah Zarina Sy, and Zahidi, Azizah Mohd
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Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners' textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.
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- 2019
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37. Examining the Effectiveness of Guided Inquiry with Problem-Solving Process and Cognitive Function Training in a High School Chemistry Course
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Tornee, Niwat, Bunterm, Tassanee, Lee, Kerry, and Muchimapura, Supaporn
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The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students' learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students.
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- 2019
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38. Simple and Low-Cost Setup for Measurement of the Density of a Liquid
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Noei, Nima, Imani, Iman Mohammadi, Wilson, Lee D., and Azizian, Saeid
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A low-cost and simple setup to measure the densities of liquids is introduced herein. The results and reliability of this setup were evaluated for pure liquids, water-ethanol binary mixtures, and aqueous NaCl solutions. The constructed densitometer provided density values with acceptable relative errors (less than ±3.0%), which were compared to estimates of density from the literature. The favorable agreement is surprising for such a simple and low-cost setup. The facile design lends itself to use in diverse teaching environments to reinforce the ubiquitous concept of density at the secondary-school level and for undergraduate physical-chemistry teaching laboratories.
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- 2019
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39. Sustainable Chemistry Teaching at the Pre-University Level: Barriers and Opportunities for University Educators
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Kanapathy, Suganty, Lee, Khai Ern, Mokhtar, Mazlin, Syed Zakaria, Sharifah Zarina, Sivapalan, Subarna, and Mohd Zahidi, Azizah
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Purpose: This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia. Design/methodology/approach: A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents. Findings: In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module. Research limitations/implications: The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities. Originality/value: This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.
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- 2019
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40. Writing Instruction in Chemistry Classes: Developing Prompts and Rubrics
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Logan, Kayla and Mountain, Lee
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This 12-month qualitative study examined the efforts and classroom practices of a team of chemistry teachers in a high-needs secondary (9-12) school as they worked toward meeting a campus mandate to incorporate student writing into their curriculum. The researcher, an English teacher and peer, investigated how this team of teachers negotiated these new curricular demands. Teachers have recognized that a first step in writing instruction was the development of quality writing prompts in addition to rubrics for evaluating their students' writing about chemistry content. As the researcher collaborated with the chemistry teachers, she collected, coded, and analyzed data from transcriptions of team meetings, interviews, classroom observations, students' papers, and a researcher journal. As these chemistry teachers integrated writing into their classrooms, the researcher's ongoing reconstructive analysis of data provided a record of attitudes, behaviors, classroom practices, and development of prompts and rubrics by the chemistry teachers. The data regarding prompts revealed that, through collaboration, this team of chemistry teachers found ways to improve the wording of their prompts. Teachers reported that the improved prompts elicited written answers that better showed the students' knowledge of chemistry. The data regarding rubrics revealed that creating a rubric and revising it through three iterations did help these chemistry teachers clarify and communicate their expectations for student writing, a first step in planning meaningful writing instruction. In this qualitative study, the collaboration between the English teacher/researcher and this team of chemistry teachers assisted in bringing about the incorporation of writing instruction into their chemistry classes.
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- 2018
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41. Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation
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Lee, Tien Tien and Osman, Kamisah
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Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve three representation levels. Research showed that animation and simulation using Information and Communication Technology can help students to visualize and thus enhance students' understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with a pedagogical agent (IMMPA) named EC Lab was developed to assist students in the learning of Electrochemistry. There were 35 students and seven experts involved in this formative evaluation to test the usability and effectiveness of the module developed. Instruments involved were module evaluation questionnaire, module reliability questionnaire, module validity questionnaire, pretest, post-test and motivation questionnaire. Results showed that the students and experts rated the module developed as high (M = 3.94) and very high quality (M = 4.45). Besides, the respondents also see the module as reliable (M = 3.87) and valid (M = 4.51). Students have higher scores on their post-test and have gained higher motivation level after learning with the IMMPA EC Lab. However, some corrections and modifications have been made based on feedback and suggestions from the respondents to improve the quality of IMMPA EC Lab.
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- 2012
42. The Future of Learning and Training in Augmented Reality
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Lee, Kangdon
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Students acquire knowledge and skills through different modes of instruction that include classroom lectures with textbooks, computers, and the like. The availability and choice of learning innovation depends on the individual's access to technologies and on the infrastructure environment of the surrounding community. In this rapidly changing society, information needs to be adopted and applied at the right time and right place to maintain efficiency in all settings. Augmented reality is one technology that dramatically shifts the timing and location of learning. This paper describes augmented reality, how it applies to learning, and its potential impact on future education. (Contains 9 figures.)
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- 2012
43. 'Are Chemistry Educational Apps Useful?'--A Quantitative Study with Three In-House Apps
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Ping, Grace Lee Yuan, Lok, Chang, Yeat, Tan Wei, Cherynn, Tan Jie Ying, and Tan, Emelyn Sue Qing
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Three internally developed mobile apps, "3D Sym Op", "SM2 Chem" and "ARMolVis," available for free on both the Apple App Store and Google Play Store were evaluated in seven studies. Each study was a systematic process of Pre-Test, In-lecture App Demo, App Assisted Interactive Tutorials (AAITs) and/or Independent App Usage (IAU), followed by a Survey and Post-Test. Overall, the mobile apps were effective evident by the higher Post-Test vs. Pre-Test % increase for those who used the app more frequently compared to those who used the app rarely. Apps were most effective when used in AAITs with the Blended Learning approach. This approach requires the physical presence of both teacher and student, but with some element of student free play such as using the app to complete worksheets in pairs or groups.
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- 2018
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44. Breaking the Language Barrier: Equitable Assessment in General Chemistry
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Gandhi-Lee, Eshani N.
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Because language provides the framework through which knowledge is constructed, it is crucial to consider the ways in which students with limited English proficiencies are able to express their understanding. English language learners (ELLs) make up a significant portion of the student body in the education system and represent many ethnic and racial minorities in STEM (Science, Technology, Engineering & Mathematics) fields (Burke & Mattis, 2007). Despite the national push to build a more diversified, STEM-ready workforce, there is little research that considers the way ELLs are assessed in STEM courses at the postsecondary level. Literature reports that science tests that assess the knowledge of students who are still in the process of learning language skills are inadequate and threaten the validity of assessments. The way students interpret and respond to test items are mediated by linguistic and cultural factors, such as home language and prior educational experiences in the country of origin. Therefore, language and cultural factors must be taken into consideration in order to improve the validity of classroom assessments in science courses. Students' experiences in introductory science courses, such as biology and general chemistry, are critical in their choice of staying in or switching out of STEM majors (Astin & Astin, 1992). Of these, general chemistry is one of the most feared science courses for undergraduate students (Carter & Brickhouse, 1989), and it is a required course for many STEM-bound career paths. Most students struggle with understanding chemistry and many do not succeed on chemistry assessments (Woldeamanuel et al., 2014). Research suggests that scientific language literacy has a significant influence on all students' success in chemistry assessments, including that of both ELLs and Native English Speakers (NES) (Woldeamanuel et al., 2014). Therefore, one way to support the success of all students--and particularly of ELLs--on chemistry assessments is to address the linguistic complexity inherent in chemistry assessment questions. One way to ease the burden of linguistic complexity during testing is to apply the Equity Framework of Classroom Assessments (EFCA) (Siegel, 2008) to written test items. This framework aims to make test items more accessible without simplifying the content. In general chemistry, the EFCA can be implemented to make commonly-used items more accessible to all students using modifications such as division of prompt into smaller parts, reduction of non-essential information, adding representation, and simplifying sentence structure. This study investigated the perceptions of ELL and NES students about general chemistry assessment items that were modified according to the EFCA. ELL students reported to experience difficulties understanding items that included complex linguistic features such as complex sentence structures and vocabulary. The results show that ELLs perceived language-independent features of items to be the most helpful on assessment items. These features included the formatting of items and the visual representations embedded in items. Although NES students also found the visual features of items to be helpful, they used language-dependent features to understand and set up the problems. The results suggest that ELL students particularly benefited from scaffolding-related features in assessment items. Features that provided content support and guidance for identifying key information and setting up the problems were more helpful for ELL than NES students. Both groups of students found features that provided contextualization in the form of storylines and/or background information which were not directly related to solving the assessment items to be irrelevant, challenging, and/or confusing. Both groups of students reported that they preferred the revised versions--which included the modifications recommended by the EFCA--over the original versions of the assessment items presented to them. The findings suggest that most of the modifications employed in the EFCA are effective in mitigating linguistically complex elements of written assessments items about limiting reactant and percent yield in general chemistry and support the assessment of both ELL and NES students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2018
45. A Technological Acceptance of Remote Laboratory in Chemistry Education
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Ling, Wendy Sing Yii, Lee, Tien Tien, and Tho, Siew Wei
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The purpose of this study is to evaluate the technological acceptance of Chemistry students, and the opinions of Chemistry lecturers and laboratory assistants towards the use of remote laboratory in Chemistry education. The convergent parallel design mixed method was carried out in this study. The instruments involved were questionnaire and interview protocol. A total of 81 Chemistry students, five Chemistry lecturers and two Chemistry laboratory assistants from Universiti Pendidikan Sultan Idris (UPSI) were chosen as respondents in this study. For the quantitative approach, the data from the questionnaire were analysed using descriptive statistics to evaluate students' technological acceptance of remote laboratory. For the qualitative approach, the responses from the interviews were analysed to evaluate the lecturers and laboratory assistants' opinions towards the use of remote laboratory by using coding and grouping methods. Quantitatively, the student respondents had given the mean scores ranging from 2.97 to 3.30 for the attitude towards use (ATU), perceived ease of use (PEOU), behavioural intention (BI), and perceived usefulness (PU). Qualitatively, the respondents accepted the implementation of remote laboratory in Chemistry education based on its several advantages such as flexibility, cost efficiency, and risk-free environment. However, some disadvantages of remote laboratory such as lack of skills and experience and Internet connection problem were also voiced out by the respondents. Overall, the results from this study showed that the students, lecturers and laboratory assistants had positive responses towards the technological acceptance of remote laboratory in Chemistry education. Thus, remote laboratory could be developed and introduced to Chemistry education in UPSI.
- Published
- 2017
46. Rural Outreach Chemistry for Kids (R.O.C.K.): The Program and Its Evaluation
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Lynch, Mark, Zovinka, Edward P., Zhang, Lening, Hruska, Jenna L., and Lee, Angela
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The Rural Outreach Chemistry for Kids (R.O.C.K.) program was designed as a service-learning project for students at Saint Francis University to serve the local communities by organizing chemistry activities in high schools. It was initiated in 1995 and has involved a large number of Saint Francis University students and local high school students. This article presents an evaluation of the R.O.C.K. program and discussion of its findings. The evaluation was conducted using multiple evaluation designs to assess the impact of the program on high school students' interest in science and Saint Francis students' learning process and their views on service-learning. The results indicate that the program was effective and had positive impact on both high school and Saint Francis students who participated.
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- 2005
47. Mathematics, Foreign Language, and Science Coursetaking and the NELS:88 Transcript Data. Working Paper No. 2003-01
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National Center for Education Statistics (ED), Burkam, David T., and Lee, Valerie E.
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This report describes efforts to create and test variables measuring students' high-school coursetaking in mathematics, foreign language, and science, using data from the National Education Longitudinal Study (NELS) NELS:88 transcript file (National Center for Education Statitstics (NCES) projects 1.2.4.13 and 1.2.4.39). The first project (exploring mathematics coursetaking) was completed in September, 1996. The second project (exploring foreign language and science coursetaking) was completed in December, 1997. Both are summarized in this report. As the NCES-sponsored study of mathematics coursetaking and curriculum using the NELS school effects supplement (HSES) data makes use of these same constructs, it made sense to carefully explore the best way to capture the mathematics coursetaking construct with transcript data. As the first section of this report describes in some detail, the authors have conceptualized this construct in two ways: (1) course credits and (2) a pair of pipeline indices based on the most advanced course in a particular subject that students took in high school. Although they also explored the idea of creating a "weighted grades" measure, they argue against this idea in the report. An important part of the report is the exploration of the mathematics course credit and mathematics pipeline measures in bivariate and multivariate analyses (summarized in the second section). The multivariate regression models explore the measures used in two ways: (1) as outcomes, investigating coursetaking as a function of students' demographic and academic background, and (2) as predictors of mathematics achievement, taking students' background characteristics into account. This section is designed to demonstrate to future researchers the possible use of this and other pipeline measures. Building on the success of earlier work in mathematics, parts 3 and 4 of this report explore similar pipeline measures in foreign language and science coursetaking. Foreign language coursework, like mathematics coursework, is relatively sequential, and conceptualizing and constructing language pipelines is relatively straightforward. Science coursework, on the other hand, is far less sequential, and the underlying logic behind pipeline measures is necessarily more complicated. The Appendix includes SPSS programs used to generate all the described measures. The authors conclude the report with some recommendations based on their analyses. The results of these small studies are instructive. They hope that their variables and the analyses that demonstrate their "behavior" may be useful to other researchers who wish to investigate how high-school coursetaking influences students' achievement and learning in mathematics, foreign language, and/or science. Although many researchers like to construct variables measuring important constructs themselves, others may find the work helps to make their work easier, more coherent, and more consistent with other relevant studies.
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- 2003
48. Systems Theory and the Earth Systems Approach in Science Education. ERIC Digest.
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ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. and Lee, Hyongyong
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The systems approach provides a framework for integrating different scientific disciplines. This approach is used often in Earth Systems Education. This ERIC Digest describes the systems theory and its influence on science education. (Contains 16 references.) (YDS)
- Published
- 2002
49. Quantifying Protein Concentrations Using Smartphone Colorimetry: A New Method for an Established Test
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Gee, Clifford T., Kehoe, Eric, Pomerantz, William C. K., and Penn, R. Lee
- Abstract
Proteins are involved in nearly every biological process, which makes them of interest to a range of scientists. Previous work has shown that hand-held cameras can be used to determine the concentration of colored analytes in solution, and this paper extends the approach to reactions involving a color change in order to quantify protein concentration (e.g., green to blue). Herein, we describe the successful use of smartphone colorimetry to quantify protein concentration using two common colorimetric biochemical methods, the Bradford and biuret assays. The ease of the experimental setup makes these lab experiments accessible to a wide range of students and can be used as both high school and college level laboratory experiments.
- Published
- 2017
- Full Text
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50. Educating Science Teachers in the Twenty-First Century: Implications for Pre-Service Teacher Education
- Author
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Tan, Aik-Ling, Lee, Peter Peng Foo, and Cheah, Yin Hong
- Abstract
This study examines the verbal interactions among a group of pre-service teachers as they engaged in scientific discussions in a medicinal chemistry course. These discussions were part of the course that encompassed an explicit instruction of scientific argumentation structures as well as an applied component, whereby the pre-service teachers learned the content of medicinal chemistry through cases developed using the strategy of competing theories. By adopting a case study approach using sociocultural framework of learning, we examined the interactions between the pre-service teachers using video data. We describe 12 possible forms of interactions during discussions--(1) seeking clarification, (2) figuring out loud, (3) sharing information, (4) agreement, (5) asking questions, (6) providing explanations, (7) raising strategic and procedural issues, (8) stating claims, (9) disagreement, (10) sharing perspectives, (11) offering alternatives, and (12) persuasion. The pre-service teachers engaged in figuring out aloud and seeking clarifications frequently, and used persuasion least in their discussions. To clarify their ideas and thoughts, pre-service teachers commonly rebut their counterparts and used warrants to support their own assertions. A similar pattern was also observed when figuring their thoughts out loud. Our findings suggest that pre-service teachers were able to carry out rebuttals in the argumentation process. However, the quality and function of their rebuttals can be improved by deepening their understanding of the subject matter knowledge and the science argumentation structure. Implications are discussed.
- Published
- 2017
- Full Text
- View/download PDF
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