Development of a chemistry critical thinking test: initial reliability and validity studies

Background There are a myriad of commercially available tools which test critical thinking. These tests are designed for recruitment purposes and the context of these tests are often generic or abstract. A more accurate representation of student critical thinking may be obtained when students attach significance to the context of the test. Aims The aim of this investigation is to develop an instrument which can evaluate a chemistry student’s critical thinking ability at any stage of their study. This paper describes the development of a pilot test and reliability and validity studies associated with the test. Design and methods A chemistry critical thinking test was developed with thirty multiple choice items designed to assess ‘making assumptions’, ‘assessing arguments’, ‘making hypotheses’, ‘testing hypotheses’ and ‘drawing conclusions’. This test was administered to 1200 first year Monash University undergraduate chemistry students at the beginning of semester 1, 2016. 746 students completed the test which was analysed for internal reliability by using Cronbach’s alpha, t-tests and a correlation matrix of all test items. In conjunction with this, qualitative data has been collected from an academic focus group with respect to the content and construct validity of the test. Results A bell curve distribution of student test scores was obtained. Each sub-section of the test, for example ‘making assumptions’, reflected a similar distribution of scores. The internal reliability studies are still in progress. Students from this cohort have been invited to take part in a test-retest reliability study, a construct validity study against commercially available tools, and provide demographic data. Students will also participate in focus groups to collect qualitative data to further assess the content and construct validity of the test. These finding will be presented as part of this paper. Qualitative data from the academic focus group suggests that the some test items are dependent on chemistry knowledge. However, the focus group agree with how the constructs are assessed, and the relevance of the thought processes required to obtain the appropriate answer. Conclusions A chemistry critical thinking test has been developed and piloted. 746 first year participants obtained a bell curve distribution of scores and internal reliability data is pending. Qualitative data suggests the pilot test is dependent on chemistry knowledge in some areas. However the constructs of critical thinking are in alignment with the intention of the test

Transforming laboratory learning through work integrated learning

Monash Chemistry is redeveloping its laboratory learning by bringing work integrated learning into the undergraduate laboratory activities. With the help of industry partners Monash Chemistry will introduce workplace authentic activities to all classes to engage students in science and ensure work ready graduates

Skills reflection in the undergraduate science curriculum: What, why, and how

Resolution of interdisciplinary problems in research, the workplace and society require application of transferable skills including teamwork, communication, creativity, adaptability, problem-solving, critical thinking and organization/project management. Universities are embedding opportunities for science students to develop such skills. However, past research suggests students have narrow recognition of curriculum-related skill development and may not realise they have the skills to succeed in interdisciplinary contexts. This mixed methods study explored the impact of engaging sixty volunteer science undergraduates in recording and reflecting on course-related skill development for a semester, supported by group discussions and email prompts. The impact on students was analysed through pre- and post-participation surveys, group discussions/interviews and written reflections. Surveys were designed to investigate whether reflection impacted students’ views of their skills, degree, career preparation and employability. The students (studying chemistry, biology, earth sciences, maths and/or physics) found it difficult to think beyond disciplinary development to identify and reflect on skill-related experiences. However, doing so increased their ability to recognise and articulate skill development, strengths and weaknesses, learn from challenges and value curriculum tasks. Recommendations are made regarding best practice approaches for incorporating skills reflection in the science curriculum, with further application and research underway in biology and chemistry units

Graduate Employability: Views of Recent Science Graduates and Employers

Graduate employability is an important issue for higher education as the global financial crisis has led to a significant decline in the employment prospects of new graduates over the past few years. This issue is additionally important due to the reported dissatisfaction of many employers with graduates’ ability to contribute effectively to the workplace. The Graduate Employability for Monash Science (GEMS) Project seeks to address these problems by exploring the skills needs of recent science graduates and their employers and, importantly, designing interventions that will inculcate such skills and attributes into undergraduate students via the curricula. This paper presents some initial results from the investigation of recent science graduates’ and employers’ views of employability skills needs. More specifically, this paper will discuss: (a) whether there is a mismatch between the knowledge and skills developed through undergraduate study and those actually required in post-graduation activities, (b) what knowledge and skills employers view as important when employing graduates in the current and future work climate, and (c) what graduates and employers consider universities can do to better support employment for graduates

Prospective memory impairment in chronic heart failure

Although cognitive deficits are common in patients with chronic heart failure (CHF), no study to date has investigated whether these deficits extend to the capacity to execute delayed intentions (prospective memory, PM). This is a surprising omission given the critical role PM plays in correctly implementing many important CHF self-care behaviors. The present study aimed to provide the first empirical assessment of PM function in people with CHF. The key dependent measure was a laboratory measure of PM that closely simulates PM tasks in daily life - Virtual Week. A group comparison design was used, with 30 CHF patients compared to 30 demographically matched controls. Background measures assessing executive functions, working memory, and verbal memory were also administered. The CHF group exhibited significant PM impairment, with difficulties generalizing across different types of PM tasks (event, time, regular, irregular). The CHF group also had moderate deficits on several of the background cognitive measures. Given the level of impairment remained consistent even on tasks that imposed minimal demands on memory for task content, CHF-related difficulties most likely reflects problems with the prospective component. However, exploratory analyses suggest that difficulties with retrospective memory and global cognition (but not executive control), also contribute to the PM difficulties seen in this group. The implications of these data are discussed, and in particular, it is argued that problems with PM may help explain why patient engagement in CHF self-care behaviors is often poor. (JINS, 2015, 21, 1-10)</p

Medical Biochemistry Without Rote Memorization: Multi-Institution Implementation And Student Perceptions Of A Nationally Standardized Metabolic Map For Learning And Assessment

Despite the growing number of patients worldwide with metabolism-related chronic diseases, medical biochemistry education is commonly perceived as focusing on recall of facts irrelevant for patient care. The authors suggest that this focus on rote memorization of pathways creates excessive cognitive load that may interfere with learners’ development of an integrated understanding of metabolic regulation and dysregulation. This cognitive load can be minimized by providing appropriate references during learning and assessment. Biochemistry educators collaborated to develop a medically relevant Pathways of Human Metabolism map (MetMap) that is now being used at many medical schools as a nationally standardized resource during learning and assessments. To assess impact, students from three medical schools were surveyed about its benefits and disadvantages. Responses were obtained from 481 students (84%) and were examined using thematic analysis. Five main themes emerged as perceived benefits of using the MetMap: 1) aids visual and mental organization, 2) promotes deep learning and applied understanding, 3) decreases emphasis on memorization, 4) reduces anxiety on exams, and 5) aids recall. Perceived disadvantages were: 1) fear of under-preparation for licensing exams, 2) overwhelming nature of the map, and 3) reduced motivation for and time spent studying. Results affirm that students perceive use of the MetMap promotes focus on broader metabolic concepts and deep versus surface learning, supporting a shift in cognitive load toward desired goals. Although the long-term impact on learning needs to be further studied, the use of the MetMap represents a step toward open-reference exams that reflect “real world” practice

Dataset on Psychosocial Risk Factors in Cases of Fatal and Near-Fatal Physical Child Abuse

This article presents the psychosocial risk factors identified in the cases of 20 children less than four years of age who were victims of fatal or near-fatal physical abuse during a 12 month period in the Commonwealth of Kentucky. These data are related to the article “History, injury, and psychosocial risk factor commonalities among cases of fatal and near-fatal physical child abuse” (Pierce et al., 2017) [1]