Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design

2014 ◽  
Vol 92 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Margaret Bruehl ◽  
Denise Pan ◽  
Ignacio J. Ferrer-Vinent
Keyword(s):  
Information Literacy ◽  
Experiment Design ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Chemistry Students ◽  
Building Information

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda

2010 ◽  
Vol 34 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Jean Bosco Gahutu
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Internet Access ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Material Resources ◽  
National University ◽  
Contact Hours

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.

Teaching the information literacy Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 461-475
Author(s):  
Irene Korber ◽  
Jodi Shepherd
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Strategy ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Learner Centered

Purpose The purpose of this paper is to outline the concept and creation of choose-your-own-adventure flip-books for use in teaching information literacy in higher education. Design/methodology/approach This is a conceptual paper that examines how to use choose-your-own-adventure style flip-books to teach knowledge practices from the Framework for Information Literacy for Higher Education. Using constructivist theory and active learning methods, the authors discuss how flip-books offer a hands-on learning strategy to build on students’ knowledge and experiences while promoting learner-centered interactions. Findings As academic libraries evolve from teaching bibliographic instruction via lecture to information literacy through student-centered learning, activities such as the one discussed in this paper provide a way for librarians to better engage with students. Creating curriculum based on educational theory and learner-centered approaches is necessary for librarians to use to optimize classroom time. Practical implications This paper provides a practical and pragmatic evaluation of how to incorporate narrative flip-books into information literacy instruction, providing an additional instructional tool for information literacy practitioners. Originality/value The choose-your-own-adventure story narrative has been used as a learning tool through all levels of education, including in university settings, but there is a lack of research on their use in information literacy instruction. This paper provides insight on how this teaching method and teaching tool can be used by librarians in the information literacy classroom.

First-Year Initiative for Chemistry Success: Student-Centered Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 107-116
Author(s):  
Al Armstrong ◽  
George Armstrong ◽  
Demetria Howard-White
Keyword(s):  
First Year ◽  
Student Centered ◽  
Student Centered Learning

scholarly journals An Approach for Pre-Diagnosis Information Literacy Level by Using Expert System

2014 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Maria Ulfah S ◽  
Joko Munandar
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Expert System ◽  
Information Literacy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Rule Based ◽  
Literacy Level ◽  
Active Learner ◽  
Communication And Information Technology

Communication and information technology has been equipped almost human lives sector. Inevitably, in spite of its positive impacts, this advance opens to vulnerable things, even dangerous to human generation. Pornography, violence and immoral activities, get advantages from global net between people Therefore, it is necessary for anybody to possess filter about what is, from where, when and how much information that he/she needs, which is information literacy. Students are not different with that fact. It is not only for filtering information, but this capability is also for creating a human learner who is self-directed, active learner, dynamic, and innovative. Whereas, indeed, these aspects are crucial in student centered learning which is commonly adapted in university.This paper gives an introduction for pre-diagnosis level of information literacy by designing and implementing rule-based expert system. This system mimics expertise of one expert by formulating knowledge as rules. Knowledge which is intended in this proposed system is information literacy for higher education in science and technology/engineering field.

Teaching simple experimental design to undergraduates: do your students understand the basics?

2007 ◽  
Vol 31 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Sara M. Hiebert
Keyword(s):  
Experimental Design ◽  
Undergraduate Students ◽  
Experiment Design ◽  
Interindividual Variation ◽  
Simple Experiment ◽  
Basic Principles ◽  
Student Centered ◽  
Student Centered Learning ◽  
Classroom Implementation ◽  
Treatment Groups

This article provides instructors with guidelines for teaching simple experimental design for the comparison of two treatment groups. Two designs with specific examples are discussed along with common misconceptions that undergraduate students typically bring to the experiment design process. Features of experiment design that maximize power and minimize the effects of interindividual variation, thus allowing reduction of sample sizes, are described. Classroom implementation that emphasizes student-centered learning is suggested, and thought questions, designed to help students discover and name the basic principles of simple experiment design for themselves, are included with an answer key.

scholarly journals Addressing information literacy through student-centered learning

2016 ◽  
Vol 32 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Paul Bond
Keyword(s):  
Information Literacy ◽  
Student Centered ◽  
Student Centered Learning

Introducing Scientific Literature to Honors General Chemistry Students: Teaching Information Literacy and the Nature of Research to First-Year Chemistry Students

2015 ◽  
Vol 92 (4) ◽  
pp. 617-624 ◽  
Author(s):  
Ignacio J. Ferrer-Vinent ◽  
Margaret Bruehl ◽  
Denise Pan ◽  
Galin L. Jones
Keyword(s):  
General Chemistry ◽  
Information Literacy ◽  
Scientific Literature ◽  
First Year ◽  
Chemistry Students ◽  
Teaching Information
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