Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment

Much knowledge in chemistry exists at a molecular level, inaccessible to direct perception. Chemistry instruction should therefore include multiple visual representations, such as molecular models and symbols. This study describes the implementation and assessment of a learning unit designed for 12th grade chemistry honors students. The organic chemistry part of the unit was taught in a Computerized Molecular Modeling (CMM) learning environment, where students explored daily life organic molecules through assignments and two CMM software packages. The research objective was to investigate the effect of the CMM learning unit on students’ modeling skill and sub-skills, including (a) drawing and transferring between a molecular formula, a structural formula, and a model, and (b) transferring between symbols/models and microscopic, macroscopic, and process chemistry understanding levels. About 600 12th grade chemistry students who studied the CMM unit responded to a reflection questionnaire, and were assessed for their modeling skill and sub-skills via pre- and post-case-based questionnaires. Students indicated that the CMM environment contributed to their understanding of the four chemistry understanding levels and the links among them. Students significantly improved their scores in the five modeling sub-skills. As the complexity of the modeling assignments increased, the number of students who responded correctly and fully decreased. We present a hierarchy of modeling sub-skills, starting with understanding symbols and molecular structures, and ending with mastering the four chemistry understanding levels. We recommend that chemical educators use case-based tools to assess their students’ modeling skill and validate the initial hierarchy with a different set of questions.     

Experiences of instructors in online learning environments: Identifying and regulating emotions

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.     

Impact of childhood maltreatment on physical health-related quality of life in U.S. active duty military personnel and combat veterans

Previous studies have found an association between childhood maltreatment (CM) and health-related quality of life (HRQoL), and to a lesser extent have considered whether psychiatric symptoms may explain the relationship. This study aimed to further our understanding of the link between CM and HRQoL by testing whether posttraumatic stress disorder (PTSD) or depressive symptoms mediate the relationship between childhood maltreatment and physical HRQoL. Mediation models were examined in a sample of male Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) active duty and combat veterans (n = 249). PTSD and depressive symptoms mediated the relationship between CM and overall physical HRQoL, as well as participation in daily activities due to physical health, bodily pain, and social functioning. Mediation of the relationship between childhood maltreatment and physical and social functioning by depression and PTSD symptoms may lend support to neurobiological hypotheses that childhood maltreatment sensitizes the nervous system and after repeated trauma may lead to the development of psychiatric symptoms, which have a major impact on morbidity and mortality.     

Sarah Bernhardt's first “farewell” tour, 1905‐06: Little rock,arkansas welcomes Camille

Between 1800 and 1918, Sarah Bernhardt toured America nine times. Although she received critical praise and large profits from extended runs in cities, she often performed in smaller towns between cities to help defray the expenses of touring. Bernhardt's performance of Camille in Little Rock, Arkansas on March 6, 1906 was hailed as “the greatest dramatic event in the history of Little Rock.” This study details the events of Bernhardt's visit, discussing its impact on the social and cultural life of the city.     

Two empirical tests of a videotape designed to reduce public speaking anxiety

These studies were designed to determine: 1) if a videotape could be used to help people cope with public speaking anxiety; 2) how this videotape compared with other interventions; 3) whether the video could be used on a self‐help basis; and 4) whether the video would be effective over time. These issues were addressed in two separate studies. These studies indicated that the videotape reduced self‐reported levels of trait CA, state CA, and negative thinking. The first study linked the videotape to reduced rigidity while the second linked the videotape to reduced agitation. The second study also found trait CA to be reduced over time. Meta‐analysis was used to compare these data with other interventions. That analysis revealed this videotape was generally more effective than other interventions in reducing trait CA in study one. The videotape was found to reduce state CA and negative thinking more than other interventions in study two. These and other results are discussed at the conclusion of these studies.     

Classification of learning outcomes: evidence from the computer games literature

Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.     

Editorials

An Essay on Elocution. By Samuel Kirkham. New York 1833. Elements of Beading and Oratory. By Henry Mandeville, D. D. New York 1849.