LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Ramstedt, Madeleine; Hedlund, Tomas; Björn, Erik; Fick, Jerker; Jahnke, Isa (2016)
Publisher: School of Information Science and Learning Technologies, University of Missouri, Columbia, MO, USA
Languages: English
Types: Article
Subjects: chemistry, Kemi, small groups, Chemical Sciences, Learning, Chemistry; problem-based learning; technology-enhanced learning; small groups; design-based explorative study, technology-enhanced learning, PBL, Lärande, design-based explorative study

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
A range of factors can lead to situations where university courses have to be taught with a very small number of students. In this paper, we report on our experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course). The course design included inquiry-based approaches, case methodology and problem-based learning concepts. The main goal was to enhance student motivation and to support them to become active agents (‘pro-sumers’). Technology was adopted to support students in their inquiry-based learning processes by using online logs, group wikis and quizzes and with sections of laboratory work. We explored student perceptions during the first 2 years in two courses. The students were, in general, very positive about the course and communicated that the technological tools along with the pedagogical design decisions had assisted them to different extents in their learning. Our conclusion is that such a design is appropriate for an advanced-level chemistry course with small numbers of students, and the course will continue to be given in this form.Keywords: chemistry, technology-enhanced learning, PBL, small groups, design-based explorative study(Published: 9 June 2016)Citation: Education Inquiry (EDUI) 2016, 7, 27287, http://dx.doi.org/10.3402/edui.v7.27287
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Abate, M.A., Meyer-Stout, P.J., Stamatakis, M.K., Gannett, P.M., Dunsworth, T.S. and Nardi, A.H. (2000). Development and evaluation of computerized problem-based learning cases emphasizing basic sciences concepts. American Journal of Pharmaceutical Education, 64, 74 82.
    • Alcazar, M.T.M. and Fitzgerald, V.L. (2005). An Experimental design to study the effectiveness of PBL in higher education, in first year science students at a University in Peru, South America. College Quarterly, 8(2), 1 19.
    • Anderson, L.W. and Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
    • Azzawi, M. and Dawson, M.M. (2007). The effectiveness of lecture-integrated, web-supported case studies in large group teaching. Bioscience Education Journal, 10, article 4. doi: http://dx.doi. org/10.3108/beej.10.4
    • Barr, R. and Tagg, J. (1995). From teaching to learning. A new paradigm for undergraduate education. In Learning from change: Landmarks in teaching and learning in higher education from Change magazine, D. DeZure (ed.), 198 200. Sterling, VA: Stylus Publishing.
    • Bauer, M. and Gaskell, G. (2000). Qualitative researching with text, image and sound. London: Sage.
    • Belt, S., Overton, T. and Summerfield, S. (2003). Problem solving case studies in analytical and applied chemistry. New Directions, 1(1), 12 15.
    • Bilgin, I., Senocak, E. and Sozbilir, M. (2009). The effects of problem-based learning instruction on university students' performance of conceptual and quantitative problems in gas concepts. EURASIA Journal of Mathematics, Science & Technology Education, 5(2), 153 164.
    • Bryman, A. (2008). Social research methods. Oxford: Oxford University Press.
    • Cam, A. and Geban, O¨. (2011). Effectiveness of case-based learning instruction on epistemological beliefs and attitudes toward chemistry. Journal of Science Education and Technology, 20(1), 26 32.
    • Duffy, T.M. and Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In Handbook of research for educational communications and technology, D.H. Jonassen (ed.), 170 198. New York: Simon and Shuster Macmillan.
    • Ellis, R. and Gabriel, T. (2010). Context-based learning for beginners: CBL and non-traditional students. Research in Post-Compulsory Education, 15(2), 129 140.
    • Gurses, A., Acikyildiz, M., Dogar, C. and Sozbilir, M. (2007). An investigation into the effectiveness of problem-based learning in a physical chemistry laboratory course. Research in Science & Technological Education, 25(1), 99 113.
    • Ha˚rd af Segerstad, H., Helgesson, M., Ringholm, M. and Svedin, L. (1997). Problembaserat l¨arande. Stockholm: Liber AB.
    • Hicks, R.W. and Bevsek, H.M. (2012). Utilizing problem-based learning in qualitative analysis lab experiments. Journal of Chemical Education, 89(2), 254 257.
    • Jahnke, I. (2016). Digital didactical designs. Teaching and learning in CrossActionSpaces. New York: Routledge.
    • Jahnke, I., Norqvist, L. and Olsson, A. (2014). Digital didactical designs of learning expeditions. In Open learning and teaching in educational communities. The 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, C. Rensing et al. (eds.), 165 178. New York: Springer.
    • Jansson, S., So¨derstro¨m, H., Andersson, P.L. and Nording, M.L. (2015). Implementation of problem-based learning in environmental chemistry. Journal of Chemical Education, 92(12), 2080 2086. doi: http://dx.doi.org/10.1021/ed500970y
    • Kelly, O. and Finlayson, O. (2009). A hurdle too high? Students' experience of a PBL laboratory module. Chemistry Education Research and Practice, 10, 42 52.
    • McCormick, R. and Srimshaw, P. (2001). Information and communications, technology, knowledge and pedagogy. Education, Communication and Information, 1(1), 37 57.
    • Ram, P. (1999). Problem-Based learning in undergraduate education. Journal of Chemical Education, 76(8), 1122 1126.
    • Reeves, T., Herrington, J. and Oliver, R. (2005). Design research: a socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97 116.
    • Senocak, E., Taskesenligil, Y. and Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37, 279 290.
    • Tarhan, L. and Acar, B. (2007). Problem-Based learning in an eleventh grade chemistry class: ''Factors Affecting Cell Potential''. Research in Science & Technological Education, 25(3), 351 369.
    • Tarhan, L., Ayar-Kayali, H., Urek, R.O. and Acar, B. (2008). Problem-Based learning in 9th grade chemistry class: ''Intermolecular Forces''. Research in Science Education, 38, 285 300.
    • Tosun, C. and Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students' learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14, 36 50.
    • Varner, D. and Peck, S.R. (2003). Learning from learning journals: the benefits and challenges of using learning journal assignments. Journal of Management Education, 27(1), 52 77.
    • Wang, F. and Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5 23.
    • Williams, D.P., Woodward, J.R., Symons, S.L. and Davies, D.L. (2010). A tiny adventure: the introduction of problem based learning in an undergraduate chemistry course. Chemistry Education Research and Practice, 11, 33 42.
  • No related research data.
  • No similar publications.