Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilization of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analyzed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. In addition, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing additional learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher’s education.Peer reviewe

Interactive Computer Simulation and Animation Learning Modules: A Mixed-Method Study of Their Effects on Students\u27 Problem Solving in Particle Dynamics

Computer simulation and animation (CSA) has been receiving growing attention and wide application in the engineering education community. The goal of this dissertation research was to improve students\u27 conceptual understanding and procedural skills for solving particle dynamics problems, by developing, implementing and assessing 12 interactive computer simulation and animation learning modules. The developed CSA learning modules integrate visualization with mathematical modeling to help students directly connect engineering dynamics with mathematics. These CSA modules provide a constructivist environment where students can study physical laws, demonstrate mental models, make predictions, derive conclusions, and solve problems. A mixed-method research was conducted in this study: quasi-experimental method (quantitative), and survey questionnaires and interviews (qualitative and quantitative). Quasi-experimental research involving an intervention group and a comparison group was performed to investigate the extent that the developed CSA learning modules improved students\u27 conceptual understanding and procedural skills in solving particle dynamics problems. Surveys and interviews were administrated to examine students\u27 learning attitudes toward and experiences with the developed CSA learning modules. The results of quasi-experimental research show that the 12 CSA learning modules developed for this study increased students\u27 class-average conceptual and procedural learning gains by 29% and 40%, respectively. Therefore, these developed CSA modules significantly improved students\u27 conceptual understanding and procedural skills for solving particle dynamics problems. The survey and interview results show that students had a positive experience with CSA learning

STEM Conference 2018

Conference Progra

An integrated environment for problem solving and program development

A framework for an integrated problem solving and program development environment that addresses the needs of students learning programming is proposed. Several objectives have been accomplished: defining the tasks required for program development and a literature review to determine the actual difficulties involved in learning those tasks. A comprehensive Study of environments and tools developed to support the learning of problem solving and programming was then performed, covering programming environments, debugging aids, intelligent tutoring systems, and intelligent programming environments. This was followed by a careful analysis and critique of these systems, which uncovered the limitations that have prevented them from accomplishing their goals. Next, an extensive study of problem solving methodologies developed in this century was carried out and a common model for problem solving was produced. The tasks of program development were then integrated with the common model for problem solving. Then, the cognitive activities required for problem solving and program development were identified and also integrated with the common model to form a Dual Common Model for problem Solving and Program Development. This dual common model was then used to define the functional specifications for a problem solving and program development environment which was designed, implemented, tested, and integrated into the curriculum. The development of the new environment for learning problem solving and programming was followed by the planning of a cognitively oriented assessment method and the development of related instruments to evaluate the process and the product of problem solving. A detailed statistical experiment to study the effect of this environment on students\u27 problem solving and program development skills, including system testing by protocol analysis, and performance evaluation of students based on research hypotheses and questions, was also designed, implemented and the result reported

Taylor University Catalog 2021-2022

The 2021-2022 academic catalog of Taylor University in Upland, Indiana.https://pillars.taylor.edu/catalogs/1125/thumbnail.jp