Undergraduate

Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength

Author/Presenter: 
LaKeisha M. McClary
Stacey Lowery Bretz
Lead Organization(s): 
Year: 
2012
Short Description: 

The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed.

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Author/Presenter: 
Joel Gardner
Brian R. Belland
Lead Organization(s): 
Year: 
2012
Short Description: 

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices? (Cartier, Lancaster)

Author/Presenter: 
Jennifer Cartier
Leslie Lancaster
Year: 
2009
Short Description: 

This session presents an instrument for measuring preservice elementary teachers’ application of instructional planning practices and discusses the relationship between these practices and teachers’ knowledge.

Synthesis and Characterization of Self-Assembled Liquid Crystals: p-Alokxybenzoic Acids

Thermotropic liquid crystal phases are ordered fluids found, for some molecules, at intermediate temperatures between the crystal and liquid states. Although technologically important, these materials typically receive little attention in the undergraduate curriculum. Here, we describe a laboratory activity for introductory organic chemistry students on the synthesis and characterization of the p-alkoxybenzoic acids. These compounds, through the formation of carboxylic acid dimers, exhibit liquid crystal phases common in rod-like (calamitic) molecules.

Author/Presenter: 
Jensen, Jana
Grundy, Stephan
Bretz, Stacey Lowery
Hartley, C. Scott
Year: 
2011

Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teacher

A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

Author/Presenter: 
Mary Hobbs
Amy Moreland
Year: 
2010
Short Description: 

A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

Preparation and Characterization of a Monolithic Column for use in HPLC: An Undergraduate Laboratory Experiment

The high-performance liquid chromatography (HPLC) experiment, most often done in the undergraduate analytical instrumentation laboratory course, generally illustrates reversed-phase chromatography using a commercial C18 silica column. To avoid the expense of periodic column replacement and introduce a choice of columns with different stationary phases, we have developed an experiment in which students prepare and test a polymer-based monolithic column. The 10 or 15 cm monolithic column is prepared using 1/8 in. o.d. × 2.3 mm i.d. poly(ether ether ketone) or PEEK tubing.

Author/Presenter: 
Bindis, Michael P
Bretz, Stacey Lowery
Year: 
2011

Plenary Presentation: The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy (Cahill)

Author/Presenter: 
Michele Cahill
Year: 
2009
Short Description: 

Cahill discusses the Carnegie-Institute for Advanced Study Commission on Mathematics and
Science Education’s recent report in which they challenge the nation to mobilize for coordinated action so that all students—not just a select few, or those fortunate enough to attend certain schools—achieve much higher levels of math and science learning.

Overview of the Chemistry Education Research Doctoral Scholars Program

The Chemistry Education Research (CER) Doctoral Scholars Program trains a diverse group of graduate students how to develop assessments of secondary and tertiary students’ understandings of core concepts in chemistry.

Author/Presenter: 
McClary, LaKeisha
Bretz, Stacey Lowery
Year: 
2012
Short Description: 

The Chemistry Education Research (CER) Doctoral Scholars Program trains a diverse group of graduate students how to develop assessments of secondary and tertiary students’ understandings of core concepts in chemistry. 

Chemistry Education Research Doctoral Scholars Program (Bretz, Lewis, Mayberry)

Author/Presenter: 
Stacey Lowery Bretz
Jennifer Lewis
Maralee Mayberry
Year: 
2009
Short Description: 

The Chemistry Education Research Doctoral Scholars Program aims to recruit, train and graduate a diverse group of scholars in chemistry education research (CER) who specialize in assessment; design coursework, K-12 partnerships, research experiences, and mentoring to successfully prepare these scholars for careers in CER; and create a community of scholars to collaborate and systematically improve assessment of student learning.

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