Abstract During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan focusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective was to promote students’ awareness of the deep interconnections between science, society, ethics, and the environment through a socio-scientific issues-based approach.
{"title":"Lessons learned from a case study on teaching the socioscientific issue of ethanol, used as an ingredient of sanitizers, to promote students’ learning of and about chemistry during the COVID-19 pandemic","authors":"Paola Ambrogi, Ingo Eilks","doi":"10.1515/cti-2023-0028","DOIUrl":"https://doi.org/10.1515/cti-2023-0028","url":null,"abstract":"Abstract During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan focusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective was to promote students’ awareness of the deep interconnections between science, society, ethics, and the environment through a socio-scientific issues-based approach.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135547292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marcela Cordeiro Cavalcante de Oliveira, João Rufino de Freitas Filho, Sandra Rodrigues de Souza, Ivoneide Mendes da Silva, Arthur Luís Silva de Araújo, Katia Cristina Silva de Freitas
Abstract Electrochemistry is an essential context for understanding current energetic technological processes, especially those that use batteries. On the other hand, it is one of the most neglected subjects in the classroom for reasons of associated complexity. Because of this, we have sought new methodological strategies to overcome the difficulties encountered in teaching practice. Thus, this research aims to investigate the possible contributions of a didactic sequence on the disposal of batteries from the teaching by research for the learning of electrochemistry. A qualitative methodology, a case study, applied in a high school class was adopted. The sequence consisted of six methodological steps: implementation of the problem situation; developed hypotheses; a class on electrochemistry; investigative experiment on the decomposition of batteries in aqueous solutions; systematization and communication of results. The results showed that before the application of the didactic sequence, most of the students did not know the dangers that improper disposal of batteries causes to the environment and did not understand how galvanic cells generate electrical energy from a redox reaction. After the sequence was developed, most students were able to identify and conceptualize the main electrochemical terms studied from a critical thought about this problem.
{"title":"Investigative didactic sequence for the teaching of electrochemistry addressing the disposal of batteries","authors":"Marcela Cordeiro Cavalcante de Oliveira, João Rufino de Freitas Filho, Sandra Rodrigues de Souza, Ivoneide Mendes da Silva, Arthur Luís Silva de Araújo, Katia Cristina Silva de Freitas","doi":"10.1515/cti-2023-0032","DOIUrl":"https://doi.org/10.1515/cti-2023-0032","url":null,"abstract":"Abstract Electrochemistry is an essential context for understanding current energetic technological processes, especially those that use batteries. On the other hand, it is one of the most neglected subjects in the classroom for reasons of associated complexity. Because of this, we have sought new methodological strategies to overcome the difficulties encountered in teaching practice. Thus, this research aims to investigate the possible contributions of a didactic sequence on the disposal of batteries from the teaching by research for the learning of electrochemistry. A qualitative methodology, a case study, applied in a high school class was adopted. The sequence consisted of six methodological steps: implementation of the problem situation; developed hypotheses; a class on electrochemistry; investigative experiment on the decomposition of batteries in aqueous solutions; systematization and communication of results. The results showed that before the application of the didactic sequence, most of the students did not know the dangers that improper disposal of batteries causes to the environment and did not understand how galvanic cells generate electrical energy from a redox reaction. After the sequence was developed, most students were able to identify and conceptualize the main electrochemical terms studied from a critical thought about this problem.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper presents the German translation and replication of the Students’ Understanding of Models in Science (SUMS) instrument, aiming to assess how first-semester university students comprehend the submicroscopic level in chemistry courses. The assessment of students’ understanding is a prerequisite for improving teaching practices, particularly in addressing the persistently high drop-out rates observed in chemistry and chemistry-related programs. Employing a quantitative methodology, a sample of 181 undergraduate chemistry students was surveyed. The data were analyzed using structural equation modeling, resulting in two statistical models that demonstrated an excellent fit to the data, although no empirical preference could be established for one model over the other. Based on the investigation, framing models as exact replicas of the natural world cannot be considered an empirically meaningful dimension of understanding models in science. Additionally, the reliabilities of the latent constructs were found to be insufficiently low to establish generalizable measurements. These findings are discussed with a focus on epistemology and advocate for a stronger integration of model theory in chemistry teaching and learning. Finally, the importance of establishing a stronger connection between empirical evidence and the implementation of curricular changes in higher education is emphasized.
{"title":"Don’t we know enough about models? Integrating a replication study into an introductory chemistry course in higher education","authors":"Marvin Rost, Ines Sonnenschein, Stephanie Möller, Anja Lembens","doi":"10.1515/cti-2022-0032","DOIUrl":"https://doi.org/10.1515/cti-2022-0032","url":null,"abstract":"Abstract This paper presents the German translation and replication of the Students’ Understanding of Models in Science (SUMS) instrument, aiming to assess how first-semester university students comprehend the submicroscopic level in chemistry courses. The assessment of students’ understanding is a prerequisite for improving teaching practices, particularly in addressing the persistently high drop-out rates observed in chemistry and chemistry-related programs. Employing a quantitative methodology, a sample of 181 undergraduate chemistry students was surveyed. The data were analyzed using structural equation modeling, resulting in two statistical models that demonstrated an excellent fit to the data, although no empirical preference could be established for one model over the other. Based on the investigation, framing models as exact replicas of the natural world cannot be considered an empirically meaningful dimension of understanding models in science. Additionally, the reliabilities of the latent constructs were found to be insufficiently low to establish generalizable measurements. These findings are discussed with a focus on epistemology and advocate for a stronger integration of model theory in chemistry teaching and learning. Finally, the importance of establishing a stronger connection between empirical evidence and the implementation of curricular changes in higher education is emphasized.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Emergency Remote Teaching (ERT) was implemented during COVID-19 crisis lockdowns. New challenges arose and teachers sought support. Professional Learning Communities (PLCs), where teachers from similar backgrounds meet for learning and discussions, provided one channel of support. The study aimed to better understand PLCs’ role in challenging times. Therefore, we asked: 1. What challenges did teachers face, in addition to pedagogical ones, during ERT? 2. How did the various members of the PLC perceive support as shown by their descriptions of PLC activities? 3. In what ways did the ERT experience shape the teachers’ perceptions of mutual assistance? The research setting was a PLC network for chemistry teachers that met since 2018 face-to-face or via Zoom. PLCs were found important in facing both professional and emotional challenges. Discussions, sharing of teaching materials, and real-time support addressed professional challenges. Having colleagues who faced similar challenges provided support and eased communication. Thus, PLC membership helped teachers face daily challenges and improved their well-being. PLCs are therefore recommended for routine and future hardships. In practice, PLC leaders can use the results to improve teacher relationships. Conclusions add to understanding teacher collaboration in PLCs formed in diverse contexts.
{"title":"Teachers’ practices during Emergency Remote Teaching: an investigation of the needs for support and the role of Professional Learning Communities","authors":"Anat Shauly, Shirly Avargil","doi":"10.1515/cti-2022-0048","DOIUrl":"https://doi.org/10.1515/cti-2022-0048","url":null,"abstract":"Abstract Emergency Remote Teaching (ERT) was implemented during COVID-19 crisis lockdowns. New challenges arose and teachers sought support. Professional Learning Communities (PLCs), where teachers from similar backgrounds meet for learning and discussions, provided one channel of support. The study aimed to better understand PLCs’ role in challenging times. Therefore, we asked: 1. What challenges did teachers face, in addition to pedagogical ones, during ERT? 2. How did the various members of the PLC perceive support as shown by their descriptions of PLC activities? 3. In what ways did the ERT experience shape the teachers’ perceptions of mutual assistance? The research setting was a PLC network for chemistry teachers that met since 2018 face-to-face or via Zoom. PLCs were found important in facing both professional and emotional challenges. Discussions, sharing of teaching materials, and real-time support addressed professional challenges. Having colleagues who faced similar challenges provided support and eased communication. Thus, PLC membership helped teachers face daily challenges and improved their well-being. PLCs are therefore recommended for routine and future hardships. In practice, PLC leaders can use the results to improve teacher relationships. Conclusions add to understanding teacher collaboration in PLCs formed in diverse contexts.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Offering virtual laboratories to chemical engineering students is likely to extend beyond the COVID-19 era. Thus, there is a need to develop more simulation-based tasks in a wide blend of subjects, spanning thermodynamics, chemical reactions, and unit operations. Molecular and material modeling based on density functional theory (DFT) calculations provides limitless opportunities to train students on how to obtain thermokinetic values that are typically measured experimentally. Through a series of illustrative cases, this contribution provides detailed procedures pertinent to calculating reaction rate constants, standard enthalpies of reactions, redox potentials, equilibrium reaction constants, and surface-assisted mechanisms. We hope that DFT-operated virtual labs will assist students in attaining learning outcomes and promote their self-learning in the above-mentioned subjects. From a broader prospective, the presented case studies are expected to encourage students to appreciate the practical applications of DFT, not only in the academic but also in the industrial domains.
{"title":"Virtual undergraduate chemical engineering labs based on density functional theory calculations","authors":"M. Altarawneh","doi":"10.1515/cti-2022-0054","DOIUrl":"https://doi.org/10.1515/cti-2022-0054","url":null,"abstract":"Abstract Offering virtual laboratories to chemical engineering students is likely to extend beyond the COVID-19 era. Thus, there is a need to develop more simulation-based tasks in a wide blend of subjects, spanning thermodynamics, chemical reactions, and unit operations. Molecular and material modeling based on density functional theory (DFT) calculations provides limitless opportunities to train students on how to obtain thermokinetic values that are typically measured experimentally. Through a series of illustrative cases, this contribution provides detailed procedures pertinent to calculating reaction rate constants, standard enthalpies of reactions, redox potentials, equilibrium reaction constants, and surface-assisted mechanisms. We hope that DFT-operated virtual labs will assist students in attaining learning outcomes and promote their self-learning in the above-mentioned subjects. From a broader prospective, the presented case studies are expected to encourage students to appreciate the practical applications of DFT, not only in the academic but also in the industrial domains.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45503870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1515/cti-2023-frontmatter3
{"title":"Frontmatter","authors":"","doi":"10.1515/cti-2023-frontmatter3","DOIUrl":"https://doi.org/10.1515/cti-2023-frontmatter3","url":null,"abstract":"","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alison Murray, Kyna Biggs, Aaron Shugar, Rebecca Ploeger, Erich Uffelman, Maartje Stols-Witlox, Patricia Gonzales, Gregory D. Smith, Maggi Loubser, Laura Fuster López, Giovanna Di Pietro, Anupam Sah, Austin Nevin, Arzu Sardarli, Shuya Wei, Edgar Casanova-González
Abstract Conservation Science Education Online (CSEO) is a new online resource that shares strategies for teaching science in art conservation and related cultural heritage fields. An overview will be given of how undergraduate chemistry curricula in the United States have used examples from cultural heritage. The field of art conservation will then be described with an emphasis on the science curricula taught in art conservation programs around the world. Challenges include relating theoretical learning to real-world applications and teaching scientific terminology and concepts to students who may have limited science backgrounds; as well, there is a lack of textbooks and resources with appropriate case studies. The newly launched CSEO online resource offers freely available, effective teaching methods in the form of modules developed by international educators in the field. The inaugural CSEO Conference 2022 served as an introduction to the online resource for a global audience and was the first dedicated conference to bring together heritage science educators to discuss challenges and teaching strategies with the goal of building such a resource. The conference facilitated discussions among participants about teaching strategies, with the intention that these topics would become modules for the online resource, available to all science educators.
{"title":"Conservation Science Education Online (CSEO) – A heritage science resource","authors":"Alison Murray, Kyna Biggs, Aaron Shugar, Rebecca Ploeger, Erich Uffelman, Maartje Stols-Witlox, Patricia Gonzales, Gregory D. Smith, Maggi Loubser, Laura Fuster López, Giovanna Di Pietro, Anupam Sah, Austin Nevin, Arzu Sardarli, Shuya Wei, Edgar Casanova-González","doi":"10.1515/cti-2023-0013","DOIUrl":"https://doi.org/10.1515/cti-2023-0013","url":null,"abstract":"Abstract Conservation Science Education Online (CSEO) is a new online resource that shares strategies for teaching science in art conservation and related cultural heritage fields. An overview will be given of how undergraduate chemistry curricula in the United States have used examples from cultural heritage. The field of art conservation will then be described with an emphasis on the science curricula taught in art conservation programs around the world. Challenges include relating theoretical learning to real-world applications and teaching scientific terminology and concepts to students who may have limited science backgrounds; as well, there is a lack of textbooks and resources with appropriate case studies. The newly launched CSEO online resource offers freely available, effective teaching methods in the form of modules developed by international educators in the field. The inaugural CSEO Conference 2022 served as an introduction to the online resource for a global audience and was the first dedicated conference to bring together heritage science educators to discuss challenges and teaching strategies with the goal of building such a resource. The conference facilitated discussions among participants about teaching strategies, with the intention that these topics would become modules for the online resource, available to all science educators.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134994505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Learners’ independence and self-regulated learning (SRL) may be achieved by online teaching, promoting learners’ 21st century skills. Transitioning into online learning and teaching requires a variety of teachers’ knowledge types and competencies. Mapping these knowledge types with a dedicated tool can help improve teachers’ professional development processes to enhance the SRL of teachers and subsequently students. We aimed at investigating the types of knowledge chemistry teachers expressed in online assignments they had designed, which included guidelines to foster their students’ SRL, and reviewing their reflections upon implementing these assignments. The participants were 20 high school chemistry teachers, who took part in two professional development programs focusing on fostering students’ SRL skills in online assignments, the teachers had designed. Research tools included teachers’ online assignments and teachers’ written reflections. We analyzed the assignments using a special rubric, which consists of three types of teachers’ knowledge: technological pedagogical and content knowledge (TPACK), assessment knowledge (AK), and SRL. Findings show that the analysis rubric of online assignments, designed by teachers, enabled identifying various teacher knowledge types and their levels. The use of a validated rubric for mapping and assessing teachers’ knowledge types is a methodical contribution to research on chemistry teachers’ professional development.
{"title":"Analysis of online assignments designed by chemistry teachers based on their knowledge and self-regulation","authors":"B. Hadas, O. Herscovitz, Y. Dori","doi":"10.1515/cti-2022-0037","DOIUrl":"https://doi.org/10.1515/cti-2022-0037","url":null,"abstract":"Abstract Learners’ independence and self-regulated learning (SRL) may be achieved by online teaching, promoting learners’ 21st century skills. Transitioning into online learning and teaching requires a variety of teachers’ knowledge types and competencies. Mapping these knowledge types with a dedicated tool can help improve teachers’ professional development processes to enhance the SRL of teachers and subsequently students. We aimed at investigating the types of knowledge chemistry teachers expressed in online assignments they had designed, which included guidelines to foster their students’ SRL, and reviewing their reflections upon implementing these assignments. The participants were 20 high school chemistry teachers, who took part in two professional development programs focusing on fostering students’ SRL skills in online assignments, the teachers had designed. Research tools included teachers’ online assignments and teachers’ written reflections. We analyzed the assignments using a special rubric, which consists of three types of teachers’ knowledge: technological pedagogical and content knowledge (TPACK), assessment knowledge (AK), and SRL. Findings show that the analysis rubric of online assignments, designed by teachers, enabled identifying various teacher knowledge types and their levels. The use of a validated rubric for mapping and assessing teachers’ knowledge types is a methodical contribution to research on chemistry teachers’ professional development.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of this work is to use the laboratory platform as a unique tool for engaging and encouraging the students to develop critical thinking and guided self-evaluation abilities. Moreover, the fact that the teaching process in the lab is held in small groups enables the detection of difficulties in an early stage, thus allowing an immediate feedback and relevant assistance. Taking advantage of this unique environment we have developed a rubric score based interface for students and teaching assistants (TAs) aimed to encourage student’s reflection and engagement while enabling a rational and valid grading of students’ performance by the TAs. The rubric consists of eight parameters which are evaluated in each lab session, both by the student and the TA. Following the lab session, a comparison of both evaluations is performed by the lab manager thus enabling real time intervention and formative assessment, along with important insights on the learning process of the student. Our preliminary studies, performed in Chemistry laboratories, indicated that this methodology enabled an efficient formative assessment of the learning process during the course. This tool might help students to rapidly improve their performance in laboratory courses, by stimulation of a continuous reflection process.
{"title":"An interactive platform for formative assessment and immediate feedback in laboratory courses","authors":"R. Sfez","doi":"10.1515/cti-2022-0049","DOIUrl":"https://doi.org/10.1515/cti-2022-0049","url":null,"abstract":"Abstract The aim of this work is to use the laboratory platform as a unique tool for engaging and encouraging the students to develop critical thinking and guided self-evaluation abilities. Moreover, the fact that the teaching process in the lab is held in small groups enables the detection of difficulties in an early stage, thus allowing an immediate feedback and relevant assistance. Taking advantage of this unique environment we have developed a rubric score based interface for students and teaching assistants (TAs) aimed to encourage student’s reflection and engagement while enabling a rational and valid grading of students’ performance by the TAs. The rubric consists of eight parameters which are evaluated in each lab session, both by the student and the TA. Following the lab session, a comparison of both evaluations is performed by the lab manager thus enabling real time intervention and formative assessment, along with important insights on the learning process of the student. Our preliminary studies, performed in Chemistry laboratories, indicated that this methodology enabled an efficient formative assessment of the learning process during the course. This tool might help students to rapidly improve their performance in laboratory courses, by stimulation of a continuous reflection process.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44325584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Digitalization leads to an increased importance of digital educational content for learning in higher education as well as in the sciences. The investigation of individual factors (e.g., motivation, self-efficacy, attitudes) influencing the intention to use digital educational content is a major research interest in design and implementation of suitable content (Hsu, J.-Y., Chen, C.-C., & Ting, P.-F. (2018). Understanding MOOC continuance: An empirical examination of social support theory. Interactive Learning Environments, 26(8), 1100–1118), yet to date without differentiation by discipline. A questionnaire following the Theory of Planned Behavior (Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press. http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10462474) was developed to analyze relationships between STEM students’ individual beliefs and their personal motivation to use digital educational content. In November 2021, a total of 662 STEM students from 8 universities in Germany participated in the study. Analyses showed differences within the group of STEM students: science students rated their digital skills lower and expected more difficulties compared to other STEM students, but did not differ in terms of their motivation. For science students, unlike other STEM students, motivation was predicted only by attitudes and digital skills. Moreover, the present results suggest that, first, the focus of the design should be on learning environment rather than on digital tools, and second, the potential of collaboration is largely unrecognized by students.
{"title":"Motivation to use digital educational content – differences between science and other STEM students in higher education","authors":"Carolin Flerlage, Andrea Bernholt, I. Parchmann","doi":"10.1515/cti-2022-0035","DOIUrl":"https://doi.org/10.1515/cti-2022-0035","url":null,"abstract":"Abstract Digitalization leads to an increased importance of digital educational content for learning in higher education as well as in the sciences. The investigation of individual factors (e.g., motivation, self-efficacy, attitudes) influencing the intention to use digital educational content is a major research interest in design and implementation of suitable content (Hsu, J.-Y., Chen, C.-C., & Ting, P.-F. (2018). Understanding MOOC continuance: An empirical examination of social support theory. Interactive Learning Environments, 26(8), 1100–1118), yet to date without differentiation by discipline. A questionnaire following the Theory of Planned Behavior (Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press. http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10462474) was developed to analyze relationships between STEM students’ individual beliefs and their personal motivation to use digital educational content. In November 2021, a total of 662 STEM students from 8 universities in Germany participated in the study. Analyses showed differences within the group of STEM students: science students rated their digital skills lower and expected more difficulties compared to other STEM students, but did not differ in terms of their motivation. For science students, unlike other STEM students, motivation was predicted only by attitudes and digital skills. Moreover, the present results suggest that, first, the focus of the design should be on learning environment rather than on digital tools, and second, the potential of collaboration is largely unrecognized by students.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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