A two-semester general chemistry sequence is a core requirement of all students at the US Naval Academy regardless of major. This results in a very diverse population with respect to preparation, ability, and motivation. Classes are taught in small sections (20 students) by instructors who use a variety of evidence-based instructional practices, in both the general chemistry sequence and in courses for the chemistry major. Recently, a large group of instructors used clickers with confidence questions in general chemistry as part of a large-scale research effort to investigate the learning of students with differing levels of achievement. One of the pedagogical outcomes of this research was that a group of 19 instructors regularly implemented clickers questions either as a participant in or as a result of the project. Clickers were implemented in general chemistry as well as courses in multiple majors’ courses including organic chemistry, biochemistry, analytical chemistry, and physical chemistry. This poster will present an investigation of the impact on instructors of engaging in the research project and identify factors that influenced instructor’s new and continuing use of clickers. These data will be situated within the larger context of other evidence-based practices in use throughout our curriculum, and student success with and perceptions of the intervention will be discussed. Data will be presented from inventories of instructional practices, student surveys and interviews, and instructor surveys and<br/>interviews.

Investigation of the initial and continued use of evidence-based practices in chemistry instruction: A case study on clicker use

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ACS Spring 2023

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