Melanie Cooper, Clemson University

CER & Curriculum Development

     We now have a fairly large body of work from the learning sciences providing us with insights into how people learn; and from CER, we know what discipline specific difficulties students have with chemistry. However, it is quite surprising that relatively little of this understanding has made its way into the design of chemistry curricula offered at most colleges and universities. While there is much discussion of evidence based reform, most of these efforts are focused on incorporating "active learning" techniques, rather than redesigning the curriculum in light of evidence from research. This presentation will focus on the need for evidence based curriculum reform, the research findings that can guide such reforms, and how we might assess the results of these reforms.

Thomas Holme, Iowa State University & Director, ACS Exams Institute

Should What We Measure Surprise Us?

Classroom change is routinely accompanied by measures of student content learning, often ACS Exams. Chemistry Education Research often attempts to make sense of these measures of content knowledge within the context of the curricular or pedagogical practice change that was attempted. A key question worth asking is whether or not the content measure itself is providing information to the researcher in a useful form. This workshop will focus on measures of content knowledge from ACS exams and the nature of content knowledge measures broadly. Interactive investigation of how to adjudicate content knowledge accessed by students who perform the task will be conducted. Ways that this type of analysis can be incorporated into an emerging database of information about many years of ACS exam items will be explored as well.

Norb Pienta, University of Iowa & Editor-Elect, Journal of Chemical Education

Simulated CER Journal Reviews

Participants will be provided access to a short CER manuscript, read it, evaluate it, and submit their comments prior to arriving at the conference. After submitting a review, the user will be able to access the overall rating and the comments from fellow reviewers. During the workshop, the single-blind and double-blind review processes will be described. Reviews of the sample manuscripts will be discussed from the context of making an editorial decision and from the context of reading and interpreting reviews returned to the authors by the Journal. Facts and myths about publication in the Journal of Chemical Education will be discussed.

Ellen Yezierski, Miami University

Moderator, Q&A Panel Discussion

Mary Beth Anzovino, Ph.D. Candidate, University of Wisconsin-Madison (Adivsor: John Moore)

From the Bench to the Blackboard: Development of Undergraduate Lab Experiments and a Survey Instrument

Can we positively impact students' perceptions of and attitudes toward scientific research through the incorporation of research-based experiments in the undergraduate laboratory courses? Experiments are designed to incorporate content from research laboratories while remaining intellectually accessible to younger undergraduate students and feasible to perform in teaching laboratory settings. A survey instrument to assess students' atittudes and perceptions before and after completing the laboratory activities is being developed. Numerous survey instruments exist to assess individuals' perceptions of science; however, this library does not include a valid, reliable survey to measure individuals' perceptions of and attitudes toward scientific research.

Ashley Augspurger, Ph.D. Candidate, Iowa State University (Advisor: Tom Greenbowe)

Optical Microscopy in an Undergraduate Instrumental Analysis Laboratory Course

Optical microscopy is an often forgot area of instrumentation in undergraduate analytical curriculum, but an area that chemical industry expects bench chemists to already know. This research study aims to create an effective optical microscopy laboratory experiment for an upper level undergraduate instrumental analysis laboratory course. Traditional and inquiry based laboratory experiments were created to compare which format helps students learn optical microscopy better.  An assessment was created on optical microscopy to monitoring student learning. A pilot study was conducted in, spring 2013, with students who had already taken an instrumental analysis course.

Senetta Bancroft, Ph.D. Candidate, University of Akron (Advisor: Nidaa Makki)

An Examination of Underrepresented Minority Experiences in Physical Science Doctoral Programs: Currere as a Tool for McNair Scholars' Construction of the Academic Self

The overarching purpose of this work-in-progress is to obtain a thick description of how race may be reflected in doctoral students' academic experiences. I seek to understand the relationship between former McNair scholars' curriculum, as defined by Pinar and Grumet (1976), interactions in their chemistry doctoral programs, and their perceived ability to persist in their program. Further, I will explore Pinar's (1975) currere as a tool to uncover the complex nature of past and anticipated academic experiences on those of the present. Finally, I will explore how these complexities become evident to the participants and influences on participants' academic self-construct.  

Allie Brandriet, Ph.D. Candidate, Miami University (Advisor: Stacey Lowery Bretz)

Analysis of the Redox Concept Inventory (ROXCI) as a Measure of Student Understanding of Particulate and Symbolic Oxidation-Reduction Concepts

Students lack a firm understanding of a topic usually taught during the first semester of general chemistry: oxidation-reduction reactions (redox). Although students construct knowledge from the data obtained by their senses, many textbooks and teachers focus heavily on symbolic equations and rules for determining oxidation numbers as the tools for learning redox concepts. Students can be left with memorized definitions, a superficial understanding and alternate conceptions about a complex topic that has a strong particulate foundation. In order to elicit student ideas about redox on a large scale, the Redox Concept Inventory (ROXCI) was created based on 39 semi-structured interviews with undergraduate students. Preliminary data was collected from general and organic chemistry students (N=438) in the fall of 2012 using the alpha version of the ROXCI. Based on the results of the statistical and qualitative analysis of the alpha version, revisions were made to create the beta version of the ROXCI. A confidence scale has been added to each question in order to distinguish between genuine alternative conceptions and guessing due to a lack of understanding. This poster will describe the results of the beta test and how the decisions were made for revising the alpha version based on quantitative and qualitative data collected.

Lindsey Cain, Ph.D. Candidate, Clemson University (Advisor: Dr. Gautam Bhattacharyya)

Understanding how Inorganic Chemistry Graduate Students Conduct their Research

Anecdotal data from previous research has shown that graduate students fail to incorporate classroom knowledge into their research. Although the anecdotal did show an atheoretical approach to their research, the graduate students were still getting their research done. This current project branched off of that research and is a case study focusing on how three inorganic chemistry graduate students at Clemson University conduct their research.  The case study was conducted during the fall of 2010, which consisted of an interview every week and focused on what they did that particular week in their research. The results from this study displayed that the difficulties these graduate students encountered in their research began with how they conducted their literature search. Three themes emerged from this study. After inputting a topic or molecular structure into the search engine the abundance of "hits" meant the protocol would work for their research. Often times if their exact molecule was not reported, they would select a protocol based on similar surface features. If their molecule had not been reported then they had a difficult time interpreting their results.

Justin Carmel, Ph.D. Candidate, Miami University (Advisor: Ellen Yezierski)

Investigating Growth in Scientific Reasoning in a Chemistry Course for Non-Science Majors

An aim of liberal education is to develop students' intellectual and practical skills for the real-world, one being critical thinking.  In chemistry, the most-valued dimension of critical thinking is scientific reasoning (SR): students' ability to examine data and make inferences about what outcomes are or should be.  This study examines students' SR skills in a chemistry class for non-science majors. The Lawson Classroom Test of Scientific Reasoning (LCTSR), administered pre- and post-course, generated data describing students' SR ability and growth in SR. Results describing the growth in treatment and control groups will be presented with a description of the interventions comprising the treatment.

Leah Corley, Ph.D. Candidate, Michigan State University (Advisor: Melanie Cooper)

Investigating Students' Understanding of Intermolecular Forces: A Longitudinal Assessment

The topic of intermolecular forces (IMFs) can be a particularly difficult subject for students. IMFs play an important role, however, in determining physical properties of a substance such as boiling or melting point. This presentation shows the results of a longitudinal study in which the effectiveness of a new general chemistry curriculum, Chemistry, Life, the Universe and Everything (CLUE), on students' understanding of IMFs was assessed after completion of both general and organic chemistry. Students were tracked over this time period using a free-form IMFs assessment in which they were allowed to draw representations of IMFs on the molecular level.

Brittland DeKorver, Ph.D. Candidate, Purdue University (Advisor: Marcy Towns)

Predictions as Assessment of Conceptual Learning during Chemical Demonstrations

Chemical demonstrations are a popular teaching tool in both classroom settings and informal science education. However, demonstrations alone have been shown to be largely ineffective at teaching science concepts.(1,2) Asking students to make predictions has been shown to increase the audience's learning of science concepts, but the evaluation of learning in these studies required using pre- and post- concept inventory exams.(3) This method is time consuming in the classroom and would be impractical for informal science educators. Fusion Science Theater has developed a technique for presenting demonstrations in which the audience's pre- and post- lesson predictions become the assessment. Embedded assessments integrated within the demonstration allow measurement of the audience's learning without disrupting their engagement in the educational activity(4) and are a practical way for the demonstrator to evaluate the cognitive impact of his or her demonstration. The assessment then also serves to increase interest and emotional investment in the demonstration and enjoyment and satisfaction at the outcome of the demonstration and process of learning science concepts. This poster will discuss the development of an embedded assessment for a demonstration show featuring the popular chemical demonstration wherein various solutions are tested for electrolytes using a conductivity probe. Results showing increased conceptual knowledge and increased interest in learning among elementary school students will be presented. [1) Milner-Bolotin, M., Kotlicki, & Rieger, G. (2007). The Journal of College Science Teaching, 36, (4), 45-49. 2) Sokoloff, D. R., & Thornton, R. K. (1997) The Physics Teacher, 35, 340-346. 3) Crouch, C. H., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). American Journal of Physics. 72, 835-838. 4) Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). In U. Ritterfeld, M. J. Cody, & P. Vorderer (Eds.), The Social Science of Serious Games: Theories and Applications. Philadelphia, PA: Routledge/LEA.]

Jordan Harshman, Ph.D. Candidate, Miami University (Advisor: Ellen Yezierski)

Investigating how Chemistry Teachers use Assessment Results to Inform their Practice

Formative assessment research clearly suggests that teachers should inform classroom decisions via results of assessment, but the details describing this process are largely missing. Interviews were conducted using a protocol based on the Assessment as Inquiry framework designed to elicit how chemistry teachers' practice is guided by assessment results. This novel interview approach probes teachers' ideas about their own chemistry assessments and resulting student data, providing opportunities for personal reflection. Interviews are also dependent on the chemistry content assessed by the teacher, as pre-requisite knowledge plays an important part of the interpretation process. Results presented will include specific ways in which teachers make instructional decisions based on various formative assessments in their classroom.

Lisa Kendhammer, Ph.D. Candidate, University of Wisconsin-Milwaukee (Advisor: Kristen Murphy)

Examining Students' Problem Solving Pathways on Items that Exhibited Potential Differential Item Functioning

When giving graded assessments one has the responsibility of making sure those assessments are fair and valid. There are several ways to do this and one way includes Differential Item Functioning (DIF). Items that were found to have persistent possible gender DIF were including on semi-structured interviews as well as questions that were found to have no gender DIF to explore how students are solving both types of problems. The interviews were conducted using an eye tracking instrument as well as recorded to ensure both quantitative and qualitative data was collected. The results from this interview will be presented.

Yujuan Liu, Ph.D. Candidate, University of South Florida (Advisor: Jennifer Lewis)

Academic Motivational Scale Examined: Motivational Structure of College-Level General Chemistry Students

Based on self-determination theory, the Academic Motivation Scale (AMS) was used for the first time to examine student motivation toward education in introductory college chemistry courses. Self-reported scores from the AMS assess amotivation, extrinsic motivation, and intrinsic motivation. Psychometric evaluation showed the data had good internal consistency reliability and internal structure validity. An overall sex effect was found by multivariate analysis of variance; further analysis showed males scored significantly higher on amotivation with medium effect size. The findings are valuable for instructors interested in learning about their students' academic motivation in order to help students with different motivation types.

Alena Moon, Ph.D. Candidate, Purdue University (Advisor: Marcy Towns)

Argumentation Practices in Physical Chemistry POGIL Class

Engaging in argumentation that requires students to build concepts and defend them is an effective way of developing scientific reasoning skills in students. The POGIL physical chemistry curriculum provides a platform for providing these argumentation opportunities in the classroom. This research aims to understand and evaluate students' arguing skills and the conceptual change that accompanies such argumentation practices. Small groups and whole class interactions were videotaped and transcribed. These transcriptions will be analyzed and coded according to Toulmin's model of argumentation, a model that identifies components of effective arguments.

Schetema Nealy, Ph.D. Candidate, University of Nevada Las Vegas (Advisor: MaryKay Orgill)

Developing a High Quality Professional Development Module Focused on the Redox chemistry of Thermophiles and How It Relates to NASA's Mars Mission

NASA's Education website is a resource for of ready-to-use teaching materials relevant to NASA's missions for K-12 teachers. Of the educational materials on this website, less than 2% contain chemistry related materials. This project provides a high quality professional development module for the Tengchong P.I.R.E. project that will teach how redox chemistry is vital for thermophile survival and relates this to NASA's Mars mission. The module will include hands-on, inquiry-based lessons and activities, align with the Next Generation Science Standards, and be designed such that it can be posted on the NASA Education website for use in K-12 classroom environments.

Stephanie Philipp, Postdoctoral Research Scholar, Miami University (Advisor: Ellen Yezierski)

Development of Peer Learning Assistance Skills in General Chemistry Undergraduate Teaching Assistants

The purpose of this study was to evaluate the development of peer learning assistance skills by six prepared and supported undergraduate teaching assistants (UTAs) leading recitation sections in a large general chemistry course.  This study triangulated results from CHEM 201 students’ responses to a course experience survey, UTAs’ bi-monthly reflections on their practice, and external observations of UTA preparation and practice by senior instructors and the researcher.  Principal components analysis revealed that the survey measured two factors related to peer learning assistance skills: TA Impact on Student Academic Success and TA Rapport-Building Skills.  Students (n = 210) in UTA-led recitation sections rated their TAs significantly higher (p < .05) on both factors than students (n=201) in traditional graduate teaching assistant-led recitation sections.  This computed to be an effect size of d = .53 for TA Impact and d = 0.38 for TA Rapport.  UTA reflections focused on successes and a few disappointments experienced when employing newly-acquired questioning skills, metacognitive strategies, and formative assessment techniques to engage students in learning.  UTAs were motivated to improve their peer learning assistance skills to “be a better TA for our students than the TAs we had in general chemistry.”  From observing and working with UTAs, researcher and senior instructors confirmed that UTAs were increasingly employing improved peer learning assistance skills with their students.

Aracelis Janelle Scharon, Ph.D. Candidate, Illinois Institute of Technology (Advisor: Dan Meyer)

Novice High School Science Teachers: Lesson Plan Adaptations

Science teachers may be more adept or influenced to engage in lesson plan adaptations, because of their pedagogical content knowledge, knowledge structures or schemata related to the classroom. However, there is limited understanding of secondary science lesson plan adaptations during early in-service years, decision-making, and adaptation as a process unrelated to a specific curriculum focus (e.g. Beyer, & Davis, 2009; Forbes, 2010; Duncan, Pilitsis, & Piegaro; 2010). This study offers insights that may afford teacher coaching staff and curriculum development writers a lens into how chemistry teachers adapt science lesson plans, and the decisions that influence a teacher's course of action.

Charles Seo, Ph.D. Candidate, California State University, Los Angeles (Advisor: James Rudd)

Effects of Implementing an Inquiry-Based Laboratory Curriculum on Students' Understanding of Science and Attitudes toward Science

The purpose of this study is to develop and implement an inquiry-based laboratory curriculum in order to study its effects on student learning of science concepts, their perception of the nature of science, and their attitudes towards science. The curriculum will be designed in such a way as to incrementally expose students to inquiry-based laboratory activities throughout the duration of the course. We hope that our findings provide insight into curriculum modification and evidence that inquiry laboratory activities promote greater student learning than traditional laboratory activities.

Shalini Srinivasan, Ph.D. Candidate, University of Wisconsin-Milwaukee (Advisor: Kristen Murphy)

Developing and Preliminary Testing of a Persistence Instrument: Measuring Self-Efficacy

Designing a robust model for persistence begins with the development of an instrument to measure student self-efficacy in general chemistry (a gateway course for STEM majors). Items in this instrument were tailored to be domain-specific and allowed students to judge their perceived confidence levels while performing chemistry related tasks. The instrument was administered via paper and online formats; preliminary results were analyzed using factor analysis. Pre- and post-administrations of the instrument suggest that it captures meaningful data related to self-efficacy and these measures change over the course of a single semester. Ongoing refinements and further administrations of the instrument, in conjunction with the development and testing of an outcome expectations instrument, are warranted to validate and test a complete persistence instrument for STEM students.

Jaclyn Trate, Ph.D. Candidate, University of Wisconsin-Milwaukee (Advisor: Kristen Murphy)

Integrating Scale Themed Instruction into the Undergraduate Chemistry Curriculum

The American Association for the Advancement of Science (AAAS) has outlined four themes that define science literacy; these are systems, models, constancy and change, and scale. Of these themes, scale is the only one not specifically addressed in K-12 curriculum. Our research has already shown that scale literacy is a better predictor for success in an introductory chemistry course than traditional measures and we have already begun to design and integrate scale-themed instruction in the general chemistry curriculum. New materials for both lecture and laboratory have been created and implemented. The continuing results of both experiments will be presented.

Jon Velasco, Ph.D. Candidate, University of Nebraska Lincoln (Advisor: Marilyne Stains)

Investigating the Tutor-Learning Effect: Identification of Predictors of Tutors' Productive Behaviors

This study looks at the interconnection between tutor perceptions of tutoring, behaviors displayed in a tutoring session, and tutor learning during the session. The researchers have carried out interviews with privately-hired tutors to identify major themes in tutor perception. Tutoring sessions have also been observed to classify tutor behaviors in a typical session, and tutor learning is monitored by comparison of Pathfinder networks before and after tutoring sessions. A cluster analysis has shown four sets of overall tutor perceptions, and preliminary analysis of tutoring sessions show some correlation between perceptions and behavior.

Adrian Villalta-Cerdas, Ph.D. Candidate, University of South Florida (Advisor: Santiago Sandi-Urena)

Use of Problem Solving to Elicit Self-Explaining in General Chemistry

Research findings in educational psychology have shown that implementing activities that elicit self-explaining improves learning and enhances authentic learning in the sciences. Self-explaining refers to the student's generation of inferences about causal connections between objects and events. This study focuses on an experience closer to doing science by presenting a familiar phenomenon to the participants and a fact that would potentially induce cognitive imbalance to then prompt them to self-explain. Preliminary results suggest that, in the context of large-enrollment general-chemistry courses, self-explaining engagement is influenced by prompts and deeper engagement is associated with improved understanding of the concepts at hand.