Using Eye-Tracking and Molecular Modeling to Explore Students’ Strategies for Solving Organic Stereochemical Problems

Stereochemistry concepts are often some of the most difficult topics for students to grasp in the organic chemistry curriculum. Several factors may influence students’ abilities to solve stereochemistry problems, including their spatial abilities, strategy choice, and ability to use various types of spatial representations. A mixed-method study was conducted to investigate the role that these factors play when novice organic chemistry students solve stereochemistry problems. Eye-tracking methods were used in an attempt to capture cognitive processes of students while solving these problems. Additionally, three-dimensional molecular models and spatial ability measures were used to further analyze and characterize their strategies for solving these problems. Quantitative eye-tracking data revealed key insights into how organic chemistry students solve stereochemistry problems. Further, qualitative data indicated that strategy choice and representation type impact success on stereochemistry problems. Finally, results showed a significant relationship between spatial ability and performance in a first semester organic chemistry course. The findings of this study have several implications for how we teach chemistry. First, students who struggle with visuospatial tasks due to their inability to successfully apply holistic mental rotation strategies may benefit when they are taught to use analytic strategies. However, while analytic strategies may help students to arrive at the correct answer on stereochemical problems, they may do little to help students visualize the three-dimensional arrangement of atoms or the spatial relationships between molecules. Additionally, performance on stereochemical problems may be enhanced when students are allowed to use physical models, and when they are encouraged to search for key features of the molecule during the problem-solving process

A New Approach to Analyzing Patterns of Collaboration in Co-authorship Networks - Mesoscopic Analysis and Interpretation

This paper focuses on methods to study patterns of collaboration in co-authorship networks at the mesoscopic level. We combine qualitative methods (participant interviews) with quantitative methods (network analysis) and demonstrate the application and value of our approach in a case study comparing three research fields in chemistry. A mesoscopic level of analysis means that in addition to the basic analytic unit of the individual researcher as node in a co-author network, we base our analysis on the observed modular structure of co-author networks. We interpret the clustering of authors into groups as bibliometric footprints of the basic collective units of knowledge production in a research specialty. We find two types of coauthor-linking patterns between author clusters that we interpret as representing two different forms of cooperative behavior, transfer-type connections due to career migrations or one-off services rendered, and stronger, dedicated inter-group collaboration. Hence the generic coauthor network of a research specialty can be understood as the overlay of two distinct types of cooperative networks between groups of authors publishing in a research specialty. We show how our analytic approach exposes field specific differences in the social organization of research.Comment: An earlier version of the paper was presented at ISSI 2009, 14-17 July, Rio de Janeiro, Brazil. Revised version accepted on 2 April 2010 for publication in Scientometrics. Removed part on node-role connectivity profile analysis after finding error in calculation and deciding to postpone analysis

Seeing the Forest for the Trees: An Exploration of Student Problem Solving and Reasoning with 1H NMR Spectral Features

Nuclear magnetic resonance (NMR) spectroscopy is vital to synthesis and provides rich problem-solving opportunities for organic chemistry students. However, little is known about 1H NMR spectroscopy instruction or how students use spectral features in solving. The goal of this dissertation research was to examine how students learn about and solve 1H NMR spectroscopy problems. Organic chemistry textbooks were analyzed for the ways in which spectral features were introduced and incorporated into worked examples and practice problems. Spectral features like the number of signals and chemical shift were covered by problems more frequently, while integration was covered least. Think-aloud interviews were completed to identify the operators students utilized in their problem-solving processes, and extra credit problem sets were designed and administered to students at three different universities to examine whether students could correctly perform each individual type of operator. While students could perform operators, it was unclear if students knew how and when to use the operators. To fill this knowledge gap, multiple choice assessment questions were developed and administered to students at three different large universities. Coding schemes were developed to identify and describe students? use of task features and inferences, and regression analyses were completed to discern which areas of reasoning led to success in solving. A majority of students did not identify using any critical spectral features in written explanations. Regression analyses revealed that the inferences students made, and not the task features they paid attention to, were most significantly associated with success in structural predictions; a majority of students made solely correct inferences in their reasoning explanations. When a mixture of correct and incorrect inferences were made, a majority of those students were unable to answer the questions correctly. These findings suggest that students may know enough to solve simple 1H NMR spectroscopy problems, but may lack knowledge about specific spectral features which could impact overall solving success. Students may require considerable support in deciphering the critical features in 1H NMR spectroscopy problems and developing robust, correct inferences across all spectral features

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 187

This supplement to Aerospace Medicine and Biology lists 247 reports, articles and other documents announced during November 1978 in Scientific and Technical Aerospace Reports (STAR) or in International Aerospace Abstracts (IAA). In its subject coverage, Aerospace Medicine and Biology concentrates on the biological, physiological, psychological, and environmental effects to which man is subjected during and following simulated or actual flight in the earth's atmosphere or in interplanetary space. References describing similar effects of biological organisms of lower order are also included. Emphasis is placed on applied research, but reference to fundamental studies and theoretical principles related to experimental development also qualify for inclusion. Each entry in the bibliography consists of a bibliographic citation accompanied in most cases by an abstract

2016 Undergraduate Research Symposium Abstract Book

Abstract book from the 2016 Sixteenth Annual UMM Undergraduate Research Symposium (URS) which celebrates student scholarly achievement and creative activities

Current Issues in Emerging eLearning, Volume 7, Issue 1: APLU Special Issue on Implementing Adaptive Learning At Scale

The second of two Specials Issues of the CIEE journal to have been produced and guest edited by the Personalized Learning Consortium (PLC) of the Association of Public and Land-grant Universities (APLU), featuring important research resulting from university initiatives to launch, implement and scale up the use of adaptive courseware and the strategies of adaptive learning

Space life sciences: A status report

The scientific research and supporting technology development conducted in the Space Life Sciences Program is described. Accomplishments of the past year are highlighted. Plans for future activities are outlined. Some specific areas of study include the following: Crew health and safety; What happens to humans in space; Gravity, life, and space; Sustenance in space; Life and planet Earth; Life in the Universe; Promoting good science and good will; Building a future for the space life sciences; and Benefits of space life sciences research