JoinRemote Learning
Impacts of a Prerequisite Online Laboratory Course
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Elizabeth V. Jones, Michael Evans, and Carrie Shepler
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum. Two student groups in a fully in-person General Chemistry 2 laboratory course were studied in spring 2021—those who completed the prerequisite lab course online (N = 258) and those who fulfilled the prerequisite via an exam or dual-enrollment programs (N = 85). Using paired pre- and postsurveys, we examined student perceptions of their affective and cognitive learning and found the mode of prerequisite course did not affect student perceptions of cognitive learning but did influence affective expectations and perceived experiences. Herein, we discuss the divergences between the two student groups, the role the prerequisite online lab course played in student downstream learning, and recommendations for science lab instructors as institutions shift back to in-person environments.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
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Teaching Green Chemistry Through Student-Generated Open Educational Resources
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Krystal Grieger and Alexey Leontyev
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction. To further promote engagement, multiple opportunities for peer feedback were provided using web-based software that supports anonymous feedback. The effect of the project on cognitive learning gains and student perceptions was assessed and is reported. Overall, positive learning gains on green chemistry knowledge and skills were observed, and most students viewed the project favorably.
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction.
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction.
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Issues of Question Equivalence in Online Exam Pools
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Cody Goolsby-Cole, Sarah M. Bass, Liz Stanwyck, Sarah Leupen, Tara S. Carpenter, and Linda C. Hodges
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics. We found that the difficulty of creating analogous questions in a pool varied by question type, with quantitative problems being the easiest to vary without altering average student performance. However, when instructors created pools by rearranging aspects of a question, posing opposite counterparts of concepts, or formulating questions to assess the same learning objective, we sometimes discovered student learning differences between seemingly closely related ideas, illustrating the challenge of our own expert blind spot. We provide suggestions for how instructors can improve the equity of question pools, such as being cautious in how many variables one changes in a specific pool and “test driving” proposed questions in lower-stakes assessments.
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics.
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics.
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Making Lab Group Work Equitable and Inclusive
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Danny Doucette and Chandralekha Singh
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs. We also investigate the impact of providing detailed grading rubrics on the engagement of different types of mixed-gender groups and the influence of group roles on productive interactions between students in the class. Based on our findings, we suggest that providing clear and explicit grading criteria with frequent and timely grades, as well as integrating group roles into learning activities, may provide effective and complementary ways to make the introductory lab a more equitable and inclusive learning environment.
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs.
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs.
Case Study
Use of Interrupted Case Studies to Promote Argumentation in Chemistry
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Salete Linhares Queiroz, Mikeas Silva de Lima, and Douglas Gomes Lima dos Santos
There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health. The activities carried out led to the students preparing an oral presentation and arguing the resolution of the case, which was analyzed from an epistemic point of view. The case provided rich debates among students and stimulated participation in the activities. Students developed a strong argument in which theoretical claims were supported by experimental data in the form of visual representations.
There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health.
There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health.
scope on the skies
Castles in the Sky
Science Scope—March/April 2023 (Volume 46, Issue 4)
By Bob Riddle
practical research
“But, I’m not done yet!”
Time Management in the Science Classroom
Science Scope—March/April 2023 (Volume 46, Issue 4)
By Alison Betz Seymour
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Fire!
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Where Are the Volcanoes?
A Socioscientific Hunt for Volcanoes Through the Recognition of Patterns in Earth Science
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What is in Our Air?
An inquiry lab exploring sources of air pollution in your community
Science Scope—March/April 2023 (Volume 46, Issue 4)
By Natasha Wilkerson, Benjamin Janney, and Rachelle Pedersen
