Implementation and evaluation of student-centered recitation sections in general chemistry

CHED 738

Thomas C. Pentecost, thomas.pentecost@colorado.edu, Department of Chemistry and Biochemistry, University of Colorado, 215 UCB, Boulder, CO 80309, Laurie S. Langdon, laurie.langdon@colorado.edu, Department of Chemistry and Biochemistry, University of Colroado, 215 UCB, Boulder, CO 80309, and Robert Parson, rparson@jila.Colorado.edu, JILA and Department of Chemistry and Biochemistry, University of Colorado, Campus Box 440, Boulder, CO 80309-0440.
Evidence from concept surveys and attitudes / beliefs surveys indicate that students struggle making conceptual connections in our first-year chemistry course. In an effort to improve student conceptual understanding and attitudes / beliefs about learning chemistry, the recitation section of first-semester general chemistry has been redesigned. The redesign was largely based on existing models of student–centered/constructivist approaches, such as the Workshop model developed in Physics and the POGIL model in chemistry, and required development of appropriate recitation materials as well as professional development of TA's. This study is an evaluation of the effectiveness of new materials and TA training in creating a student-centered recitation session. Evaluation was carried out using qualitative methods: observations of the sessions, student and TA interviews, and written comments from the students and TAs. Results of this study will emphasize the importance of the materials used and proper training of TAs in course redesign efforts.
 

Chemistry Education Research
1:30 PM-4:55 PM, Monday, April 7, 2008 Hilton New Orleans Riverside -- Rosedown, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008