Re-designing Science Courses for Non-majors using Hands-on Learning Experiences
description
Transcript of Re-designing Science Courses for Non-majors using Hands-on Learning Experiences
Re-designing Science Courses for Non-majors using Hands-on Learning
Experiences
Harry Pylypiw1, Marshall Sternberg1, and Frances Rowe2
Quinnipiac University1Department of Chemistry and Physical
Sciences2QU-Online
Hamden, CT 06518
Course Design and Teaching
“Tell me and I forget,teach me and I remember,
involve me and I learn.”
Benjamin Franklin
The Learning Pyramid
Authentic assessment and the online student: Moving from information transmission to learner engagement. Brian Salerno http://www.digitalpedagog.org/?p=620
Traditional Learning Classroom Lectures
• Textbook Chapter readings Problems Written assignments
Laboratory Experiments• Lab Manual
Observations & data collection Submission of results or written report
Alternative Learning Online or Hybrid Course Delivery
• No fixed or set meeting time Short virtual lectures or demonstrations Assignments
• Problems and written assessments• Group presentations – VoiceThread
Formative and summative assessments• Hands-on activities
No laboratory or equipment• Virtual observations & data collection• Summative assessments
Online Course Delivery Advantages
• Student driven learning Pace of learning geared to the student Activities are available for repetitive use
• Formative assessments reinforce activities Disadvantages
• Hands-on activities limited Expensive equipment needed for testing
• Virtual chemistry experiments have limited availability when compared to other disciplines
Course Re-design Emphasize problem solving and critical
thinking Explore learning through doing
• Use of student controlled lab simulations Topics must maintain student interest Virtual experiments must be interesting Formative assessments add to learning
• Reinforce concepts presented by the activity• Students receive feedback for all answers• Frustration with incorrect answers avoided• Students learn from their mistakes – multiple attempts are
possible
Our Choices of Activities Courses for non-science majors SCI-162 Consumer Chemistry
• Focus on the environment The Ozone Layer Global Warming
SCI-102 Physical Sciences• Focus on Chemistry and Geology
Density & chemical reactions Earthquakes & the age of the Earth
Interactive Presentations Useful for reinforcement of concepts
• Precipitation Reactions Ionic Equations Solubility Rules Formative Questions – Self-test
• Making an Aqueous Solution Molarity Calculations Laboratory Techniques Formative Questions – Self-test
Interactive Presentation
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p56636755/
Interactive Presentation
Screen shot of presentation. To activate the presentation, click here:http://breeze.quinnipiac.edu/p27943886/
Click here to activate presentation
Interactive Presentations Useful for reinforcement of lecture
concepts• Why is the Ozone Layer Important?
Protection against damaging Sun radiation• What are UV-A, UV-B, UV-C rays?• How does ozone help against radiation?
Ultraviolet Rays affect your skin• Are UV rays good or bad?• Do we need to protect ourselves from UV rays?
Interactive PresentationUV A, B, & C Rays
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p89251017/
Interactive PresentationUV and You
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p60567148/
Non-Interactive Tutorials These tutorials serve as short
lectures or as pre-lab assistance• Key Features
Usually short – 1 to 4 minutes Slides contain notable portions of either the
text or the lab exercise Navigation bar allows the viewer to advance
or rerun a slide or portion of the tutorial
Non-Interactive Tutorial
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p70478869/
Breeze Server Dashboard
Breeze Server Dashboard
Sources of Tutorials Instructor created demonstrations
• Institutional/individual licensed software Captivate
• http://www.acrobatprocx.com/products/captivate.html
Jing• http://www.techsmith.com/Jing
Camtasia Relay• http://www.techsmith.com/CamtasiaRelay
Narration in PowerPoint
Sources of Tutorials Publisher provided materials
• Licensed on publisher servers McGraw-Hill
• http://www.mharis.com• Educational/institution servers
Blackboard Macromedia Breeze Citrix
Sources of Tutorials Freely available on the Internet
• Nobelprize.org http://nobelprize.org/educational/chemistry/c
hiral/• Howard Hughes Medical Institute
http://www.hhmi.org/biointeractive/vlabs/• HippoCampus
http://www.hippocampus.org/
References Dağ, Funda, and Aynur Geçer. "Relations between Online Learning and Learning
Styles." Procedia - Social and Behavioral Sciences 1.1 (2009): 862-71.
Ke, Fengfeng, and Kui Xie. "Toward Deep Learning for Adult Students in Online Courses." The Internet and Higher Education 12.3-4 (2009): 136-45.
Kerr, Marcel S., Kimberly Rynearson, and Marcus C. Kerr. "Student Characteristics for Online Learning Success." The Internet and Higher Education 9.2 (2006): 91-105.
Kim, Kyong-Jee, Shijuan Liu, and Curtis J. Bonk. "Online MBA Students' Perceptions of Online Learning: Benefits, Challenges, and Suggestions." The Internet and Higher Education 8.4 (2005): 335-44.
Seng, Lau, and Fitri Suraya Mohamad. "Online Learning: Is it Meant for Science Courses?" The Internet and Higher Education 5.2 (2002): 109-18.
Spannagel, Christian, et al. "Animated Demonstrations and Training Wheels Interfaces in a Complex Learning Environment." Interacting with Computers 20.1 (2008): 97-111.