“What About the Students Who Switched Course Type?” (Record no. 45938)
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| 000 -LEADER | |
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| fixed length control field | 02666nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240530100128.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240530b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Houchlei, Samantha K. |
| 245 ## - TITLE STATEMENT | |
| Title | “What About the Students Who Switched Course Type?” |
| Remainder of title | : An Investigation of Inconsistent Course Experience (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington DC |
| Name of publisher | :American Chemical Society |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 4212–4223p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Chemical Education |
| Volume number/sequential designation | Volume 100, 2023 - Issue 11, November 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Students typically experience a sequence of required courses. These courses are generally taught by different instructors with different pedagogical strategies and in some cases different emphases on what students should know and how they should know it. However, there are few published studies on the impact of the switching course type on learning outcomes. In this report, we use a unique research opportunity that allows us to investigate a two-semester course sequence in organic chemistry where both traditional and transformed courses were taught. We followed students over two semesters in both the transformed and traditional courses to characterize (1) students’ use of mechanistic arrows to predict products and (2) how students constructed causal mechanistic explanations for simple SN2 reactions. Here, we report how students who switched course type from the first to the second semester accomplished these tasks compared with their peers who took the same approach for both semesters. At the end of the course sequence, we find that students who switched course type performed similarly to their peers in the course type into which they switched. In particular, students’ use of arrow pushing and mechanistic reasoning decreases when they switch from a transformed course where mechanistic reasoning is emphasized compared to the more traditional course. It appears that students adapt to the course culture and assessment strategies used in each course type, resulting in an apparent loss of learning gains associated with the transformed course. This suggests that systemic change cannot be accomplished in a fragmentary fashion; a more coordinated and coherent approach is necessary if improved learning outcomes are to be attained and reinforced. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Organic Chemistry| Chemical Education Research| Mechanisms of Reactions| Second-Year Undergraduate |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Crandell, Olivia M. | Cooper, Melanie M. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.3c00345 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 30.05.2024 | Periodicals |