Proposal Title
Integrating team-based problem-solving modules into a large, undergraduate science class to promote belonging and learning
Session Type
Presentation
Room
Somerville House, room 3345
Start Date
14-7-2023 11:30 AM
End Date
14-7-2023 11:50 AM
Keywords
Teams, Problem-solving, Sense of belonging, Large class, Chemistry, Blended Learning
Primary Threads
Teaching and Learning Science
Abstract
A sense of belonging has been associated with student motivation and academic achievement in science at the university level (Fink et al., 2020). Research shows that by working in a team, students can consolidate their understanding with the help of their peers, empower one another, and motivate each other to stay on task (Robert et al., 2016). In this work, we integrated team-based, problem-solving modules into a massive, partially blended, first-year chemistry course with the goal of increasing students' conceptual understanding of course material, problem solving skills, and sense of belonging. The module activities guided students through relevant course problems with interactive questions, interesting applications, and specific feedback. This research explores student perceptions and experiences with these modules and the course through focus groups and surveys. This research was approved by our institutional research ethics board. Initial findings show that engaging with the modules improved student understanding of chemistry concepts, increased student confidence, and strengthened student perceived problem-solving skills. By increasing conceptual understanding of chemistry and problem-solving skills, undergraduate students may be more likely to pursue chemistry and become better equipped to accomplish tasks in scientific domains.
References:
Fink, A., Frey, R. F., & Solomon, E. D. (2020). Belonging in general chemistry predicts first-year undergraduates' performance and attrition. Chemistry Education Research and Practice, 21(4), 1042–1062. https://doi.org/10.1039/d0rp00053a
Robert, J., Lewis, S. E., Oueini, R., & Mapugay, A. (2016). Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry. Journal of Chemical Education, 93(12), 1993–1998. https://doi.org/10.1021/ACS.JCHEMED.6B00395
Elements of Engagement
Participants will have the opportunity to collaborate and engage with a segment of an interactive problem-solving module which will be shared using a QR code. Please bring your own internet-enabled device (laptop or tablet) to access this module, or share with the person beside you. Participants will be encouraged to reflect on this experience and share ideas on how this type of active learning could be integrated into other science classrooms. A brainstorming session will be held to generate ideas to respond to challenges in promoting community and effective teamwork in massive classes.
Integrating team-based problem-solving modules into a large, undergraduate science class to promote belonging and learning
Somerville House, room 3345
A sense of belonging has been associated with student motivation and academic achievement in science at the university level (Fink et al., 2020). Research shows that by working in a team, students can consolidate their understanding with the help of their peers, empower one another, and motivate each other to stay on task (Robert et al., 2016). In this work, we integrated team-based, problem-solving modules into a massive, partially blended, first-year chemistry course with the goal of increasing students' conceptual understanding of course material, problem solving skills, and sense of belonging. The module activities guided students through relevant course problems with interactive questions, interesting applications, and specific feedback. This research explores student perceptions and experiences with these modules and the course through focus groups and surveys. This research was approved by our institutional research ethics board. Initial findings show that engaging with the modules improved student understanding of chemistry concepts, increased student confidence, and strengthened student perceived problem-solving skills. By increasing conceptual understanding of chemistry and problem-solving skills, undergraduate students may be more likely to pursue chemistry and become better equipped to accomplish tasks in scientific domains.
References:
Fink, A., Frey, R. F., & Solomon, E. D. (2020). Belonging in general chemistry predicts first-year undergraduates' performance and attrition. Chemistry Education Research and Practice, 21(4), 1042–1062. https://doi.org/10.1039/d0rp00053a
Robert, J., Lewis, S. E., Oueini, R., & Mapugay, A. (2016). Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry. Journal of Chemical Education, 93(12), 1993–1998. https://doi.org/10.1021/ACS.JCHEMED.6B00395