Emotions and learning in the chemistry laboratory

In this study, the first-year chemistry laboratory course was renewed and made more intensive, three weeks course. Students’ experiences of the renewed course were examined by analyzing their learning diaries which they were encouraged to keep during the whole course. The purpose of this study was to find out how the intense coursework affects students’ emotions and learning experiences. Thus, the learning diaries were analyzed in order to find out different emotions that students experienced during the course. These emotions were then classified and represented using a model based on a two-dimensional emotion theory. Diversity of students’ emotions during the course gave us important information how emotions influenced on student’s learning and achievement. For teacher it is valuable to understand and deal with the emotions experienced by students while planning and carrying out the laboratory course. This enables not only higher quality teaching, but also more positive learning outcomes for students regarding their chemistry laboratory studies. FULL TEXT IN FINNISH.

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Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

Chemistry Education Research and Practice ◽

10.1039/c5rp00077g ◽

2015 ◽

Vol 16 (4) ◽

pp. 879-892 ◽

Cited By ~ 18

Author(s):

Kelli R. Galloway ◽

Stacey Lowery Bretz

Keyword(s):

Cluster Analysis ◽

Meaningful Learning ◽

Affective Learning ◽

Chemistry Laboratory ◽

Cluster Solution ◽

First Year ◽

High Expectations ◽

Laboratory Course ◽

First Semester ◽

First Year University

The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective learning in the university chemistry laboratory. The MLLI was administered at the beginning and the end of the first semester to first-year university chemistry students to measure their expectations and experiences for learning in their laboratory course. To better understand what students' expectations for learning were fulfilled, and what expectations went unmet, cluster analysis was used to examine students' expectations and experiences as measured by their average scores on the MLLI at both the beginning and the end of the semester. The cluster solution yielded four clusters. Three of the four clusters consisted of parallel responses,i.e., the first cluster had both low expectations and low experiences, the third cluster had both high expectations and high experiences, and the second cluster was in the middle of the first and third. The fourth cluster had expectations similar to those of the high cluster, but surprisingly had experiences similar to those of the middle and low clusters. Descriptions of each cluster of students, including distinguishing characteristics of their learning in the laboratory, and the implications of this research are discussed.

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Implementation of the Second-year course in an Engineering Professional Spine

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.13070 ◽

2018 ◽

Author(s):

Umar Iqbal ◽

Deena Salem ◽

David Strong

Keyword(s):

Learning Outcomes ◽

Research University ◽

Engineering Students ◽

Employability Skills ◽

First Year ◽

Computer Engineering ◽

Core Courses ◽

Second Year ◽

First Time ◽

Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

Chemistry Education Research and Practice ◽

10.1039/d0rp00266f ◽

2021 ◽

Author(s):

Trisha Gupte ◽

Field M. Watts ◽

Jennifer A. Schmidt-McCormack ◽

Ina Zaimi ◽

Anne Ruggles Gere ◽

...

Keyword(s):

Organic Chemistry ◽

Learning Strategies ◽

Learning Experience ◽

Learning Experiences ◽

Meaningful Learning ◽

Writing To Learn ◽

Chemistry Laboratory ◽

Primary Data ◽

Survey Analysis ◽

Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

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Extended VIKOR-QUALIFLEX Method Based on Trapezoidal Fuzzy Two-Dimensional Linguistic Information for Multiple Attribute Decision-Making with Unknown Attribute Weight

Mathematics ◽

10.3390/math9010037 ◽

2020 ◽

Vol 9 (1) ◽

pp. 37

Author(s):

Ye Li ◽

Yisheng Liu

Keyword(s):

Decision Making ◽

Qualitative Evaluation ◽

Multiple Attribute Decision Making ◽

Two Dimensional ◽

Linguistic Variables ◽

Linguistic Information ◽

Attribute Weight ◽

Model Based ◽

Subjective Weight ◽

Multiple Attribute

Considering the advantages of trapezoid fuzzy two-dimensional linguistic variables (TrF2DLVs), which can not only accurately describe the qualitative evaluation but also use qualitative linguistic variables (LVs) to describe the confidence level of this evaluation in the second dimension, this paper proposes a novel method based on trapezoidal fuzzy two-dimensional linguistic information to solve multiple attribute decision-making (MADM) problems with unknown attribute weight. First, a combination weight model is constructed, which covers a subjective weight determination model based on the proposed trapezoidal fuzzy two-dimensional linguistic best-worst method (TrF2DL-BWM) and an objective weight determination model based on the proposed CRITIC method. Then, in order to accurately rank the alternatives, an extended VIKOR-QUALIFLEX method is proposed, which can measure the concordance index of each ranking combination by means of group utility and individual maximum regret value of each evaluation alternative. Finally, a practical problem of lean management assessment for industrial residential projects is solved by the proposed method, and the effectiveness and advantages of the method are demonstrated by comparative analysis and discussion.

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Children’s Experiences on Learning the 21st-Century Skills With Digital Games

Games and Culture ◽

10.1177/1555412019845592 ◽

2019 ◽

Vol 15 (6) ◽

pp. 685-706 ◽

Cited By ~ 1

Author(s):

Juho Kahila ◽

Teemu Valtonen ◽

Matti Tedre ◽

Kati Mäkitalo ◽

Olli Saarikoski

Keyword(s):

Learning Outcomes ◽

21St Century ◽

21St Century Skills ◽

Qualitative Content Analysis ◽

Learning Experiences ◽

Digital Games ◽

School Sports ◽

Adult Participants ◽

Core Subjects ◽

Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

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