Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness Across Transfer and Nontransfer Undergraduates

Although there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of a peer-based supplemental instructional program in general and organic chemistry at a large state university over a six-year period, while considering differences across transfer and nontransfer students. The results suggest that the supplemental instruction improved outcomes overall but that nontransfer students benefit to a greater degree than transfer students, in the form of higher grades and pass rates, from attending supplemental instruction. The results suggest that peer-based supplemental instruction is a useful method to improve undergraduate student performance in chemistry, but more research is needed on ways to enhance the effectiveness of interventions in improving the performance of transfer undergraduate students in STEM fields.     

我国化学学科发展均衡协调

"化学学科均衡、协调发展"有狭义和广义两种理解:前者仅仅指"化学各学科、各专业"内部之间的均衡布局与协调发展;后者是指以学科均衡布局为核心,在人才队伍、地域分布、国家战略需求、社会影响等各方面的综合均衡。现阶段我国化学学科现状表现出学科总体均衡、协调,交叉性突出的特点。     

化学化工信息资源需求与利用

文章阐述了图书馆信息服务部如何利用Interact上的化学化工信息资源，提供优质的化学化工信息服务，促进学校的教学、科研水平的提高。     

我国化学领域青年科技人才论文产出分析——以前5批青年千人为例

[目的/意义]目前，高层次人才引进已经成为我国提升科研实力的重要举措，考察人才引进后的论文产出情况，有助于掌握人才计划的实施效果。[方法/过程]文章通过Web of Science数据库下载题录信息，借助Bibexcel、CiteSpace和VOSViewer软件对前5批化学领域青年千人引进后发表论文的数量、结构、影响力、合作网络和基金支持情况进行分析。[结果/结论]研究发现，青年千人发表论文总数呈逐年上升趋势，论文平均被引高于化学领域国内和国际平均水平；存在若干已经形成规模的作者合作网络和机构合作网络，机构合作以国内机构合作为主；通过软件分析，青年千人研究的内容可以分为5个主要类别，分别是化学生物学、有机合成化学、新化学能源研究、高分子化学与物理、无机纳米材料；论文获得基金资助的水平高于全国论文项目资助的平均水平。研究提出通过建立合作网络、扩大合作网络规模，增加高影响力期刊发文数量，加强国际合作发表论文等建议提高中国化学研究的国际竞争力。     

化学与社会类课程网络教学资源体系建设比较研究——以中国和美国“化学与社会”类课程主要网站为例

网络教学资源体系建设是加快教育信息化进程的重要步骤。化学与社会类课程的网络教学资源体系建设具有迫切的使用需要和明显的资源优势。从定位、内容和研发三个维度对中美此类代表性课程分析比较表明,存在橱窗秀与工作坊两种主要实际定位,存在课堂搬家与深度加工两种主要内容模式,存在一校之力与校企联盟两种主要研发途径。确立立足于使用的建设理念、拓展内容设计模式、走校企联合的研发之路是课程网络教学资源体系建设的必由之路。     

College chemistry students' mental models of acids and acid strength

The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision‐making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011     

五年制高职开展化学研究性学习注重的几个问题

化学研究性学习应注重科学教育与人文教育辩证统一;注重间接经验与直接经验整合;注重过程与结果兼顾;注重整体素质与个性协调发展;注重竞争与参与、合作、交流意识并重;注重个人发展与社会需求相结合;注重教学相长,建立民主化师生关系。     

浅谈打造物理化学高效课堂方法之兴趣激发

物理化学课程理论性较强,学生学起来普遍感到吃力．提高学生学习兴趣可以大大提高物理化学课堂教学的有效性,并阐述了提高学生学习兴趣的途径和方法．     

《分析化学》教学中学生学习兴趣调查和培养策略

根据学生学习分析化学兴趣调查结果,分析影响学生学习分析化学兴趣的主要因素,结合分析化学学科特点及社会发展趋势,提出了相应的提高学生分析化学学习兴趣的策略。试图帮助学生真正地实现由＂想学＂变为＂爱学＂、由＂学会＂变为＂会学＂。