The American Association for the Advancement of Science (AAAS) has outlined four themes that define science literacy; these are systems, models, constancy and change, and scale. Recently, the National Research Council has released the framework for K-12 science education that includes seven crosscutting concepts with “Scale, Proportion, and Quantity” as one. Our research has shown that scale literacy is a better predictor for success in a general chemistry course than traditional measures and integrating scale as a theme in the undergraduate general chemistry curriculum has been accomplished through a variety of methods. The laboratory experiments previously taught in general chemistry were evaluated and updated to include specific scale-themed objectives. Student performance was evaluated using a comprehensive approach that included a laboratory survey, weekly quizzes and traditional methods of assessment. Scale concepts were incorporated into traditional general chemistry lecture content using a scale learning progression built from empirical data. This learning progression was aligned with a learning progression of general chemistry concepts and lecture content was altered accordingly to incorporate scale. Throughout this first phase of incorporating scale into instruction, we have found that adapting laboratory experiments and incorporating supplemental instruction contribute to the greatest increase in student content knowledge. However, little to no increase was found by adapting lecture material but keeping the same teaching methodologies. For this reason, the traditional general chemistry lecture content was transformed into active learning lecture activities. Using traditional and enhanced assessment techniques the efficacy of this approach has been studied and the results of this experiment will be discussed.

Integrating scale-themed instruction into the undergraduate general chemistry curriculum using active learning methodologies

249th National Meeting (2015)

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Integrating scale-themed instruction into the undergraduate general chemistry curriculum using active learning methodologies<br />