Diversity in Conceptions of Incoming Chemistry Students in the Context of Changing Syllabi

The lowering of entry requirements for several programs of study in science and health has resulted in a greater diversity in academic ability amongst students entering first-year tertiary chemistry units, which are required for many different degree programs. The implementation of a new high school chemistry syllabus in Queensland in 2008 has simultaneously increased the range of prior learning experiences in secondary chemistry. Thus, it is vital for tertiary chemistry educators to focus on addressing both missing and mis-conceptions of incoming first-year students. We have profiled the existing conceptual understanding of incoming students enrolled in chemistry units at two major research-intensive tertiary institutions in Queensland in 2011. Concept inventory items were drawn from across a number of validated literature instruments. An alarming percentage of students were found to be unable to correctly answer simple questions relating to basic concepts. The concepts of bonding and states of matter, which are also well-known in the literature to cause difficulties, were particularly troublesome. Conceptual understanding across the two institutions is differentiated according to academic ability and program of study. The outcomes of this study demonstrate the need to develop strategies across the secondary-tertiary interface in preparation for yet another change in syllabus with the introduction of the national chemistry curriculum in 2013

Articulating your own pedagogical content knowledge

Pedagogical content knowledge (PCK) encompasses carefully selected analogies, examples, explanations and demonstrations used by a teacher to make a topic comprehensible to students. It includes an understanding of what makes the big ideas difficult to grasp, along with an awareness of common misconceptions. PCK is developed by teachers through practitioner experience. John Loughran and his colleagues have spent over a decade creating and refining tools to articulate and develop PCK at the secondary level. Their framework consists of two elements: CoRe (content representation) and PaP-eR (pedagogical and professional experience repertoire). The CoRe contains eight questions for a teacher to reflect on, each to be answered for each big idea to be taught in a module, and should be developed and refined over time among small groups of teachers

iPASS: ONLINE collaborative peer-assisted study support

Peer-assisted learning is a powerful strategy to assist students to both develop effective study skills and to apply formative feedback in self-regulated learning. In this study, existing successful face-to-face PASS learning activities have been translated into a virtual mode of delivery to enhance parallel online learning experiences. The model and template for the implementation and delivery of a cyber-peer-led team-learning (cPLTL) environment has been adopted from the initiative of Professor Pratibha Varma-Nelson [Smith et al, 2014]. Virtual iPASS sessions are hosted through the Adobe Connect tool which represents a platform that can enable a single PASS leader to synchronously guide up to 10 first-year chemistry students through collaborative study exercises. This technology enables students in the online PASS group to share their work with each other and with their leader while they are located in their preferred environment including their homes. An objective of offering a virtual PASS option was that it would enrich the on-campus experience by enabling peer support access for students who could not, or who preferred not to, engage in the face-to-face contact sessions. Translation of activities involved consideration of the format of the tasks and the training of the iPASS leaders in facilitation of the sessions to deliver an inclusive environment. Evaluation of the effectiveness of iPASS has been achieved by the comparison of a trial pilot iPASS group in parallel with a traditional face-to face PASS contact session. Consent was sought from participating students for researchers to record and characterise the nature of their interactions with their leader(s), provision of feedback and engagement with activities. Factors that must be considered for online peer support include students’ technological literacy and group composition. The outcomes of this trial will be shared in this presentation. Smith, J., Wilson, S.B., Banks, J., Zhu, L., Varma-Nelson, P. (2014). Replicating Peer-Led Team Learning in cyberspace: Research, opportunities, and challenges. JRST, 51, 714-4

Relationships between confidence, gender, high school performance, a concept inventory, and success in first-year chemistry.

We have profiled the range of existing conceptual understanding of first-year students entering chemistry at two major research-intensive tertiary institutions in Queensland in 2011 and 2012. Chemical concept inventory items (CCI) have been drawn from across a number of validated literature instruments and delivered in an online questionnaire in week 1 of semester, in the first semester of chemistry. The number of students giving the correct answer for each concept inventory question did not change significantly from 2011 to 2012. High school performance (Queensland OP) was not a significant predictor of performance in the concept inventory. A significant gender difference emerged, with female students (across both institutions) receiving a lower mean score in the concept inventory than males. In 2012, the students’ confidence in their answer to each question was also explored (Potgieter & Davidowitz, 2012). A number of unexpected results emerged that contrast with published findings (Sharma & Bewes, 2011); in particular, females were significantly more likely to be overconfident than males, and the most overconfident students were those in the mid-range band of high school achievement (Queensland OP 2-8) (see Figure). These results will be discussed in terms of factors such as program of study, age and institution, as well as metacognitive factors. Potgieter, M. & Davidowitz, B. (2012). Preparedness for tertiary chemistry: multiple applications of the Chemistry Competence Test for diagnostic and prediction purposes. Chemistry Education Research and Practice, 12, 193-204. Sharma, M. D & Bewes, J. (2011). Self-monitoring: confidence, academic achievement and gender differences in physics. Journal of Learning Design, 4, 1-13

Using multiple representations to enhance understanding of molecular structure: a blended learning activity

One of the challenges of teaching an introductory chemistry course is to balance the requirement of covering a prescribed set of concepts and skills with providing opportunities for students to spend time with, and apply, a single concept. In this chemistry course, students encounter an array of molecular representations including line drawings, condensed structures, ball and sticks and three dimensional space filled molecules. They must quickly become fluent in translating between these representations and in a lecture setting are likely to acquire misconceptions. To address these issues, a blended learning workshop was developed to present active learning opportunities for students in the application and extension of their understanding of molecular structure. An integrative approach was adopted by using the context of fats in the diet to demonstrate the relevance of the chemistry concepts to the student’s daily lives. This involved the adaptation of a successful ChemConnections initiative (http://mc2.cchem.berkeley.edu/). Students were guided through inquiry activities involving online resources (Jmol), hands-on molecular model kits (Molymod) and a graphics application on individual tablet PCs where they drew molecular structures. Student learning gains and metacognitive processing were measured via three strategies incorporating the unique facilities of the teaching space. The availability of individual tablet computers enabled collection of student representations of a line structure prior to commencement of the workshop. As part of the assessment of the exercise, students were invited to submit brief reflections (via personal blogs managed through Blackboard). Students identified multiple themes regarding the aspect of the workshop that had impacted on their learning (working as groups, molecular models and the high technology facilities). Gains in conceptual understanding were explored through two post-workshop assessment tasks. A related problem was placed in PASS (Peer Assisted Study Sessions) where students worked in peer groups without instructor input, and a short answer question was included in the summative exam for the course. Students reported high confidence levels in their ability to recognise organic structures as a result of the activities encountered during the workshop. A mixed methods approach was adopted for the evaluation of the learning experience including pre- and post-tests conducted at each workshop, focus group interviews and feedback from students (postworkshop reflections, a problem set in a pseudotutorial environment and summative exam question). Data gathered has been evaluated through quantitative and qualitative analysis (SPSS and NVivo)

Online, virtual, and adaptive learning environments: improving the journey through large first year chemistry courses

Problem The first-year experience is critical for student engagement, retention, and success. The transition from high school is optimally supported through: constructive teaching, supportive learning environments, student and staff interactions, academic challenge, active learning, and collaboration both on- and off-campus. In 2014 we undertook a successful restructure of our first year chemistry curriculum with the aim to improve individual learning progressions. With an awareness of transitional issues, we identified a critical need to introduce more flexible learning options by offering online delivery of key components of our courses. Many students experience challenges in their on-campus experiences; lecture clashes and inflexible timetabling are prime examples, as are the external pressures on students due to personal, family, or financial demands. These issues mean that many students seek more flexibility in their learning experiences, and the ability to access their course material online. Action To this end, we have developed a new blended alternative to one of our core first year courses, which was offered in the summer semester. The instructional design was informed by both chemical education research and technology enhanced learning research. In this presentation we describe the intention of each element of the course, how these were embedded and how they were evaluated for effectiveness, including the challenges faced by traditional chemistry academics working with new media and learning technologies. The outcome was a successful hybrid course with associated recommendations for practice. Reflection A survey and student interviews were conducted in order to evaluate the student perception of their learning experiences, especially when compared with face-to-face learning activities. Student performance was also compared with semester 1 and 2 of the same year, where the course was delivered in a more traditional mode. The outcomes of this evaluation will be presented at the conference

Factors affecting student engagement in self-directed online learning module

Background In education delivered through an online self-regulated learning mode, students’ ability to learn and engage varies with different factors. Considering the absence of teacher supervision and opportunities to provide direct feedback, students may lack opportunities to control and interact with a learning environment, which might lead them to less engagement with learning activities (Krause & Coates, 2008; Tuckman, 2007). Aims The objective of this study is to investigate how students engage with and apply their effort to complete the tasks in the module. The study objective also includes the cognitive engagement to understand the concepts and how engagement has been demonstrated in the activities. Further investigated is the student enthusiasm towards task completion and student choice to engage with different learning tools like simulations and videos. Design and methods This study investigates student engagement with two online learning modules. These modules address the concepts of introductory science topics 'Phase Changes' and 'Heat'. The modules are comprised of simulation models, videos with textual information and pictures. The learning models have been developed for self-paced independent study incorporating the extensive use of the Predict, Observe and Explain (POE) pedagogical strategy (White & Gunstone, 1992). The modules are designed to occupy students for about 50-60 minutes. The total number of participations is 30 from the first year science students of an Australian university. The researchers used observational notes, recorded video, and interviews to collect and analysis the data. At the beginning, the students were given a brief introduction and then left to work independently with the online learning module. The researcher observed the student’s computer screen activity in an adjacent room using VNC software. The researcher then monitored the student progress of the investigation and noting points for discussion. Echo360 software ran in the students’ computer to record the student activity on the screen. Once students finished the activity, the researcher conducted a stimulated recall interview using the recorded student activity as the stimulus (O'Brien, 1993). Results The study revealed that student engagement with the video activities is high, compare to the simulation models, due to less cognitive load required in the learning process. Several students demanded systematic instructions and guidance for improved engagement with the simulations. However, the simulation with the tactile perception attracted greater student engagement. Comparatively, student engagement was less when the task required explaining their understanding in response questions designed to check a concept. Nevertheless, the feedback sections produced high engagement as the students wanted to clarify their understanding during the learning process. Conclusions This study brings forward the issues concerning the student engagement in self-directed online learning with possible suggestions. The findings will contribute to change the practice of the teachers and educators in developing the online module. References O'Brien, J. (1993). Action research through stimulated recall. Research in Science Education, 23(1), 214-221. doi: 10.1007/BF02357063 Krause, K. L., & Coates, H. (2008). Students’ engagement in first year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414-422. White, R., & Gunstone, R. (1992). Probing Understanding. Great Britain: Falmer Press

Student behavioural engagement in self-paced online learning

It remains a challenge in online settings to engage students as independent learners without teacher presence. This has led to increasing attention investigating the factors influencing student engagement in this context. As part of a PhD study, this paper investigates students' behavioural engagement with online learning modules without teacher supervision or peer support. The study examines three key constructs of behavioural engagement: student engagement with the task, effort level the student applies to taskcompletion and finally, following instructions. First, the findings suggest that student engagement was high in ‘video' and 'feedback' sections as compared to ‘simulation’ activities. Second, students invested high effort in task-completion when the learning modules were delivered with instructional guidance. Finally, non-visual learners exhibit more difficulty following instructions in unsupported online settings. The results of this study will contribute to the burgeoning research field promoting the development of online modules that encourage participation of diverse learners

Moving towards inclusive learning and teaching: A synthesis of recent literature

The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular

The CASPiE Experience: Undergraduate Research in the 1st Year Chemistry Laboratory

With 40 separate programs represented amongst the students enrolled in 1st year chemistry at The University of Queensland (UQ), an integrative teaching and learning framework has evolved which incorporates inductive approaches to increase the relevance of chemistry in multidisciplinary contexts. With increasing evidence of poor engagement in the practical component of the course an intervention was planned through the introduction of an undergraduate research experience based on current innovative practice in chemical education (Weaver, Russell & Wink, 2008). The solar cell laboratory research module developed in the Centre for Authentic Practice in Science Education at Purdue University was translated to the UQ context. From a cohort of 1000 students, 26 students self-selected to participate in the pilot module which replaced three conventional ‘cook-book’ laboratory exercises. The adaptation of the module retained the skill-building and inquiry phases of the authentic CASPiE experience. Peer-assisted study sessions replaced the peer-led team learning component of the module and students were asked to prepare an abstract instead of a practical report to maintain the weighting in assessment compared to the majority of the course cohort. A mixed methods approach was adopted for the evaluation of the learning experience including pre- and post-tests, a ‘nature of science’ questionnaire and interviews. Data has been evaluated through quantitative and qualitative analysis (SPSS and NVivo). Students demonstrated increased engagement in the CASPiE module and greater gains in learning from this experience than in a conventional 1st year chemistry laboratory exercise. They exhibited greater engagement through the intellectual responsibility of completing their own experiments even when they failed to get the results they expected. The outcomes of this case study are presented including discussion of the implementation and factors that emerged reflecting the success of the translation of this pedagogical strategy from the US to Australian contexts. The outcomes of the pilot study are informing the scale-up of the implementation in 1st year chemistry and the development of a UQ research based module for implementation in 2nd level chemistry in 2009