Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

Autor/inn/en	Grieger, Krystal; Leontyev, Alexey
Titel	Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills
Quelle	In: Journal of Chemical Education, 98 (2021) 9, S.2881-2891 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grieger, Krystal) ORCID (Leontyev, Alexey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00446
Schlagwörter	Science Instruction; Chemistry; Science Laboratories; Student Projects; Visual Aids; Teaching Methods; Educational Technology; Technology Uses in Education; Program Effectiveness; Science Process Skills; Knowledge Level + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Schulprojekt; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis
Abstract	This paper addresses the incorporation of a scaffolded infographic project into a majors' organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (1) summarizing and evaluating an existing infographic; (2) delving into green chemistry literature; (3) proposing infographic topic; (4) gathering components for the infographic; (5) analyzing infographic maker websites; (6) creating infographic and providing peer feedback on first drafts; (7) revising infographic and providing final feedback; and (8) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including "Flipgrid," "Perusall," "FeedbackFruits Peer Review," "Google Jamboard," and chemical drawing software were utilized. The analysis of the project's impact on cognitive gains through Student Assessment of Learning Gains and through pre- and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01