View in EDS

Surprises in the Muddy Waters of High-Enrollment Courses

Saved in:
Bibliographic Details
Title: Surprises in the Muddy Waters of High-Enrollment Courses
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1119560
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Surprises in the Muddy Waters of High-Enrollment Courses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Keeler%2C+Jessie+M%2E%22">Keeler, Jessie M.</searchLink><br /><searchLink fieldCode="AR" term="%22Koretsky%2C+Milo+D%2E%22">Koretsky, Milo D.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Nov 2016 93(11):1830-1838.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: DUE1347817
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Thermodynamics%22">Thermodynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1021/acs.jchemed.6b00372
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0021-9584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 25
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1119560
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1119560
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1021/acs.jchemed.6b00372
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 1830
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Thermodynamics
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Coding
        Type: general
    Titles:
      – TitleFull: Surprises in the Muddy Waters of High-Enrollment Courses
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Keeler, Jessie M.
      – PersonEntity:
          Name:
            NameFull: Koretsky, Milo D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0021-9584
          Numbering:
            – Type: volume
              Value: 93
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Journal of Chemical Education
              Type: main
ResultId 1