Supporting alternative strategies for learning chemical applications of group theory

A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of their aptitude. Affective constructs from self-determination theory relating to motivation were also assessed. Students without strong visuospatial skills found the activities more interesting and enjoyable than students who could successfully complete spatial tasks. Equally successful outcomes were observed on an assessment task, irrespective of visuospatial aptitude of the student. This illustrates that a pedagogy structured around multiple strategies for reasoning can successfully support alternative approaches to abstract concepts, such as chemical applications of group theory

Bibliographic processes and products, and a bibliography of the published primary-source works of B. F. Skinner

This paper introduces the nature and practice of bibliography (e.g., definition, history, and genres); it reviews the extant B. F. Skinner bibliographies (1958 to 2001); and it describes the methods used in constructing a new, comprehensive, and corrected bibliography of Skinner's primary-source published works. The bibliography includes 291 items from across 16 categories of publications (e.g., books, articles, chapters, monographs, book reviews, manuals, encyclopedia entries, letters to the editor) and lists them in chronological order (1930 to 1999). A discussion section addresses the bibliography's limitations, how it might be enlarged and expanded, its value for qualitative and quantitative historical inquiry, and the beginnings of a “Skinner industry.