3/28/2023 0 Comments Satisfactory experimentalThis application allowed students to partake in a podium discussion while maintaining psychological safety via partial anonymity. Remote learning was conducted due to COVID-19 and partial anonymity was obtained by a proxy application: Clubhouse. Participants survey results suggested that a reason for not participating in class discussions was the fear of being judged by their peers. Here, partial anonymity (voice only), Speak Your Mind, was applied into an environmental chemistry course with 20 students in the National University of Singapore (NUS) to study its correlation with students‘ anxiety and class participation. However, this is not a viable method to employ if vocal discussion is required for the course. Anonymity via clickers or applications such as Kahoot! has shown to be useful in reducing students’ anxiety and increasing class participations. Literature has shown that the fear of negative evaluation from peers is the most common reason as to why students choose not to partake in class discussions. However, the rate of class participation could be low for certain courses. Class discussions have been chosen to be the medium to incorporate active learning in schools‘ curriculum. ArticlesĪctive learning, a common practice in higher education, has been shown to promote higher order thinking and skills. By understanding the role that psychomotor skills play in authentic benchwork and the role that teaching laboratories play in the development of those skills, chemical educators could revolutionize undergraduate laboratory experiences by enabling evidence-based incorporation of the psychomotor component into laboratory learning objectives. Through first-person video data and retrospective interviews, the results illustrate how organic chemistry students use psychomotor skills to conduct doctoral research and where they acquired those skills. Therefore, this paper reports phenomenological grounded theory case studies characterizing the nature of benchwork in synthetic organic chemistry graduate research. Establishing an empirical understanding of the types of hands-on, psychomotor skills that students need to learn to succeed in downstream careers could help ensure laboratory courses are promoting authentic learning. This work has implications for both teachers and learners of chemistry in selecting multimedia that is cognitively supportive to learning.ĭespite decades of reform efforts, STEM education continues to face calls for improvement, especially regarding the teaching laboratory. However, there were significant differences regarding the use of extraneous images and sounds when disaggregated by content creator. For the three chemistry topics under study, no statistical differences were found in their adherence to MMP. We found that most videos included extraneous images and sounds which may be distracting to the viewer, in direct violation of Mayer’s Coherence principle. Herein we used Mayer’s Multimedia Principles (MMP) to evaluate instructional chemistry videos across three topics (Chemical Bonding, Acids and Bases, and Intermolecular Forces) from multiple YouTube content creators (51 in total). Multiple authors have proposed guidelines for multimedia use and learning which are supported by research in cognitive and educational psychology. Sound chemistry content alone does not guarantee that the videos were made with best principles in mind according to evidence-based research. It can be difficult to discern a good resource from a poor one, even if the chemistry content in the video is accurate (which it may not be). In an increasingly online world, multimedia content for instructional use in chemistry is abundant.
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