Active Learning Through Instructional Technology

(Proceed directly to the PreLectures)

OVERVIEW OF THE PROJECT

Made possible through the Special Grant Program in the Chemical Sciences of the Camille and Henry Dreyfus Foundation, this project seeks to use instructional technology to facilitate learning in the classroom. Specifically, the project involves the use of Quicktime™ tutorials as prelecture assignments that will be integrated into a two-semester organic chemistry course taught at the Joint Science Department of the Claremont Colleges in Claremont, CA and a two-semester general chemistry course taught in the Undergraduate Chemistry Program at Emory University, in Atlanta, GA. Through group and inquiry-based activities, student metacognition will be enhanced, increasing student learning and comprehension as a result.

RATIONALE

Metacognition in the context of education refers to the ability of an individual to be aware of his or her learning. This awareness takes two forms. The first is knowledge of learning, or the ability to know what one knows and how, when, and where to apply it. The second is regulation of learning, or the ability to determine the best course of action for assessing and improving one’s knowledge (1). Research in this area reveals that metacognition results in increased learning and better problem solving ability. It is also widely accepted that metacognition is not highly correlated with ability, but rather is improved with age, practice, and training (2). Thus, students of all abilities, backgrounds, etc. can be instilled with a better working knowledge of a subject by being immersed in an environment that promotes metacognition. This has been the goal of many educators leading the charge for curricular change. The techniques advanced by those in the field vary, but all eschew the traditional passive approach to teaching by introducing innovative and engaging methods of delivering content to the student.

This project uses internet-based Quicktime™ tutorials to enhance student metacognition, thus increasing student learning and comprehension of chemistry. It does so by presenting these tutorials as prelecture assignments that are integrated with the lecture component of the class. By introducing basic topics and simple concepts through the prelectures, the classroom can be used to discuss more challenging concepts and subject matter. Such discussions are ideal for group-based and inquiry-based approaches. Since students immediately apply the concepts they encounter in the prelectures to new and challenging problems, learning is reinforced. The proposed pedagogy will also empower students to view and review the basic concepts in support of the classroom activities and their own self-awareness of learning.

IMPLEMENTATION AND ASSESSMENT

Several prelecture tutorials will be developed for both the general chemistry and organic chemistry curriculum during the 2004-2005 academic year. Dr. Thomas Poon of the Claremont Colleges will create tutorials for organic chemistry and implement them into his organic chemistry course, while Dr. Tracy Morkin of Emory University will develop tutorials for her general chemistry course. Both sets of tutorials will be continually updated and will be freely accessible through this web page. Instructors who wish to learn of the in-class activities that accompany these tutorials should contact Dr. Poon or Dr. Morkin directly via e-mail. Assessment will occur simultaneously with the implementation, and the results will be reported at a later date.

***ON TO THE PRELECTURES***

REFERENCES

1. (a) Brown, A. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Metacognition, motivation, and understanding, Weinert, F., Kluwe, R., Eds.; Erlbaum: Mahwah, NJ, 1987; 65-116. (b) Brown, A. Metacognitive development and reading. In Theoretical issues in reading comprehension, Spiro, R. J., Bruce, B. C., Brewer, W. F., Eds.; Erlbaum: Mahwah, NJ, 1980; 458-482.

2. Doolittle, P. E. Strategies and Metacognition Virginia Polytechnic Institute & State University, Blacksburg, VA, 2002.