Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses.
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| Title: | Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses. |
|---|---|
| Authors: | Yoder, Ryan J.1 (AUTHOR) yoder.157@osu.edu, Bobbitt-Zeher, Donna2 (AUTHOR), Sawicki, Vanessa3 (AUTHOR) |
| Source: | Research in Science Education. Oct2021 Supplement 2, Vol. 51, p845-863. 19p. |
| Subject Terms: | *Student-centered learning, *Teaching methods, *Curriculum, *Professional education, *Undergraduates, Organic chemistry |
| Abstract: | A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors' professional development toward further implementation of these methods. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153079615 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yoder%2C+Ryan+J%2E%22">Yoder, Ryan J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yoder.157@osu.edu</i><br /><searchLink fieldCode="AR" term="%22Bobbitt-Zeher%2C+Donna%22">Bobbitt-Zeher, Donna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sawicki%2C+Vanessa%22">Sawicki, Vanessa</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Oct2021 Supplement 2, Vol. 51, p845-863. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Organic+chemistry%22">Organic chemistry</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors' professional development toward further implementation of these methods. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-019-9820-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 845 Subjects: – SubjectFull: Student-centered learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Professional education Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Organic chemistry Type: general Titles: – TitleFull: Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yoder, Ryan J. – PersonEntity: Name: NameFull: Bobbitt-Zeher, Donna – PersonEntity: Name: NameFull: Sawicki, Vanessa IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 10 Text: Oct2021 Supplement 2 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 51 Titles: – TitleFull: Research in Science Education Type: main |
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