Surprises in the Muddy Waters of High-Enrollment Courses
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| Title: | Surprises in the Muddy Waters of High-Enrollment Courses |
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| Language: | English |
| Authors: | Keeler, Jessie M., Koretsky, Milo D. |
| Source: | Journal of Chemical Education. Nov 2016 93(11):1830-1838. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1347817 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Prompting, Chemistry, Science Instruction, College Science, Reflection, College Students, Thermodynamics, Telecommunications, Coding |
| DOI: | 10.1021/acs.jchemed.6b00372 |
| ISSN: | 0021-9584 |
| Abstract: | Based on a previous analysis of student reflection responses, we developed and implemented a hybrid reflection activity that allowed students to choose among a "Muddiest Point" prompt or a "Most Surprised" prompt, or to use both. We examined and coded student responses from two different courses and determined that each prompt elicits different responses and provides unique benefits. As the term progressed, student responses to the Muddiest Point prompt increased and responses to Most Surprised decreased. The Muddiest Point allows students to more directly express where they are struggling in the course, and it allows instructors to see what concepts are most confusing for students. Alternatively, many students used the Most Surprised prompt to express things that were helpful, or in some cases harmful, for their learning process. The affective quality of the response also differed based on the prompt students selected; Muddiest Point responses were more often negative whereas Most Surprised responses were frequently positive. We recommend the hybrid prompt and argue that in addition to providing information about what specific course material is problematic for students, the reflection activity provides information about course structure and teaching practice and can be a useful early formative course evaluation tool for instructors. Because many students use the reflection questions to submit suggestions for ways to improve the course, an instructor who regularly reviews responses can adjust the structure of the course or their teaching practice accordingly. |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2016 |
| Accession Number: | EJ1119560 |
| Database: | ERIC |
| Abstract: | Based on a previous analysis of student reflection responses, we developed and implemented a hybrid reflection activity that allowed students to choose among a "Muddiest Point" prompt or a "Most Surprised" prompt, or to use both. We examined and coded student responses from two different courses and determined that each prompt elicits different responses and provides unique benefits. As the term progressed, student responses to the Muddiest Point prompt increased and responses to Most Surprised decreased. The Muddiest Point allows students to more directly express where they are struggling in the course, and it allows instructors to see what concepts are most confusing for students. Alternatively, many students used the Most Surprised prompt to express things that were helpful, or in some cases harmful, for their learning process. The affective quality of the response also differed based on the prompt students selected; Muddiest Point responses were more often negative whereas Most Surprised responses were frequently positive. We recommend the hybrid prompt and argue that in addition to providing information about what specific course material is problematic for students, the reflection activity provides information about course structure and teaching practice and can be a useful early formative course evaluation tool for instructors. Because many students use the reflection questions to submit suggestions for ways to improve the course, an instructor who regularly reviews responses can adjust the structure of the course or their teaching practice accordingly. |
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| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.6b00372 |
