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Research and teaching

Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course

Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)

By Sarah Beth Wilson and Pratibha Varma-Nelson

Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools. Therefore, it is important to assess an academic intervention with the possibility of improving course performance and retention of science, technology, engineering, and mathematics (STEM) majors. In this study, the course performance and student perceptions from four “comparison group” PLTL and cPLTL sections were analyzed. The results of this study support the hypothesis that implementation of PLTL/cPLTL programs increases both students’ performance and perceived learning gains in an organic chemistry course. Moreover, this study demonstrates that a typically face-to-face active learning intervention can be successfully transitioned to an online setting.

Read more about Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course

Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools.

Read more about Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course

Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools.

Research and teaching

Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience

Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)

By Mamta Singh

The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning. However, the study concluded that these preservice teachers need to be exposed to several different energy education and awareness activities.

Read more about Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience

The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning.

Read more about Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience

The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning.

Research & Teaching

Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)

By Leilani A. Arthurs, Justin Elwonger, and Chelsie M. Kowalski

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change. The relation of the instructional sequence to conceptual change is investigated in terms of cognitive, temporal, and social considerations. Students’ responses to items in in-class activities, homework, exams, and pre- and postcourse surveys; the instructor’s lesson plans and notes; and classroom observations provide evidence of the preconceptions-based instructional sequence’s impact. We conclude the sequence has a significant positive impact on facilitating conceptual change for a range of student demographics, including gender and race.

Read more about Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change.

Read more about Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change.

Legislative Update

Biden Announces White House Science Team

By Jodi Peterson

Posted on 2021-01-20

Read more about Biden Announces White House Science Team

Freebies for Science Teachers, January 19, 2021

By Debra Shapiro

Read more about Freebies for Science Teachers, January 19, 2021

Read more about Freebies for Science Teachers, January 19, 2021

Archive: Teacher Tip Tuesday: The Meaning Beyond The Words: How Language, Race, & Culture Impact Science Teaching & Learning, February 2, 2021

Read more about Archive: Teacher Tip Tuesday: The Meaning Beyond The Words: How Language, Race, & Culture Impact Science Teaching & Learning, February 2, 2021

For years, research on the language of classrooms explored how the way we say things impacts students’ sense of belonging. Despite this research, Science and Technology Education have failed to adequately explore how issues of race, language, and culture shape the outcomes of teaching and learning in science.