Creating experiences in large lecture courses that enable students to build conceptual knowledge is a goal in many chemistry programs working toward reform. Reform within the constraints of large courses is complex and best facilitated by developing classroom experiences that draw upon findings and implications from not one, but multiple strands of research. Such areas include inquiry and the learning cycle, best practices for the use of multimedia, and how students understand multiple representations. Focusing on the discipline-specific needs of chemistry and its abstract phenomena that are invisible at the particle level, the research literature on Johnstone’s levels and best practices for simulations have informed the development of new activities implemented in general chemistry at Miami University in classes with up to 240 students. This first presentation in a pair will explain the role of the literature in activity development.

Discovery and concept development in large general chemistry lecture courses: How in-class simulation activities can translate research on inquiry, multimedia, and representations to practice, part 1

254th National Meeting (2017)

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