How Can We Define Teachers ' Cognitive Goals For Chemistry Lab

In order to fully engage students and make personal connections/ownership to the content, it is vital to connect a topic to the student’s life. Unit II is the smallest chemistry unit that provides the necessary background knowledge students need for

This research article analysis is over the article Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination which is published in the Clearing House Journal and written by Lori Woeste and Beverly Barham. This article can also be found in Week One Electronic Reserve Readings. In this analysis a summary of the article will be provided, the type of information discussed in the article will be given, as well as if the information in this article should be considered reliable and valid.

In the Dweck article it is stated that students perception of goals can influence their actions and feelings. It stated if students goals are fixed on the results and performance, then they are likely to not risk trying and failing, because that would indicate their level of ability. They also view effort negatively, because they perceive it to be as a compensation for ability, However if students goals are just to learn and see what they can get out of the process, they are likely to approach challenges and see what they can learn from it. I think this is an important concept, because sometimes we can be so focused on achieving certain results, that we can forget or get distracted from our original goal, which just might be to have fun and

I found this video very helpful, and definitely helps students prepare for chemistry lab. There were major 8 major topics that they talked about. They talked about handling chemicals, Bunsen burner, glassware, thermometer, glass tubing, centrifuge safety, proper dressing attire, behavior in lab, and emergency equipment. I learned that students should always use small containers that can be controlled easily. Small containers are a lot easier to use. If not, then it can cause accidents. Another point that they made was that students should only mix chemicals together after a professor has approved of it. An important point that the video made is that students should always add the acid to the water never the other way around otherwise it could

Our high school AP Chemistry classroom will be highlighted by productive learning advancements in both content knowledge and laboratory application. The classroom will have a work-oriented environment similar to industrial laboratories, but the students will perform in a pleasant atmosphere. This relaxed atmosphere will influence the students in engaging the material in an excited manner. This connects with my referent/expert authority basis (Levin, 2005), in which, influences my classroom structure and atmosphere to promote the professional practices of chemistry while forming positive relationships that will enhance productive learning. In order to demonstrate and obtain a safe environment, safety and organizational rules and procedures (only

While sitting within Kempner High School’s auditorium my sophomore year and watching AP Chemistry students conduct fascinating experiments on stage, I began breaking down each individual’s experiment to its fundamental concepts. Pulling out different concepts from these specific examples, I began watching as each of those concepts interacted with one another. I specifically remember seeing a student prepare a batch of sodium polyacrylate and mixing the compound with water to ultimately completed the students’ goal. But what goal did this AP student accomplish? For the goal of this student may have been simply to create a synthetic snow, but the effects of their actions on myself started shaping my passion for Chemistry. Although the student

2. My mission as a high school science teacher is to inspire a passion for learning by making education relevant and fun. In order to accomplish this, I want to motivate and encourage students to discover and explore scientific concepts that shape and define the world around them. My goal is to create a safe, positive, and open environment that promotes life-long learning by providing students with the resources and knowledge neccessary to help them question the world around them through scientific inquiry. In addition to creating a fun and engaging environment that encourages students to explore the the

Unfortunately, the current level of turbulence is the result of Mr. Mullet’s unprofessionalism towards this topic during the previous school year. Although Mr. Mullet was initially satisfied with his own schedule, he took it upon himself to act as an advocate for the first year teacher who had been assigned four sections of career level chemistry. It is important to note, that the case study did not specified if the first year teacher was upset about his assignment. When Mr. Mullet’s attempts at “advocacy” were fruitless, he drafted a “The Manifesto” condemming the actions of many of his colleagues. This document catalyzed a level of severe turbulence within the department, however, over summer break many of the hard feelings had been forgotten. While in the beginning phases of developing next year’s schedule, Hope’s situation demonstrates a moderate level of turbulence, because there is a “widespread awareness of the issue”(p.55). Given that Hope’s actions will face a great deal of scrutiny, I feel it is necessary for her to meet individually with each of the teachers in her

Juliana has put in countless hours of her own time to find internship, job, and research opportunities for me and so many other undergraduate students. Being a part of an established ACS chapter has opened so many doors to all of us, and Juliana deserves so much of the credit. By starting this chapter, her influence will continue to benefit young chemists (or anyone who joins the club) for years to come. This is what makes Juliana stand out against so many other educators. Her hard work will give undergraduate chemists a better educational experience even after she graduates. What’s truly special is that she does this with no expectation of reward. Juliana gives her time selflessly, because she wants to see every undergraduate she connects succeed in their schooling, and eventual career.

Teaching has been a fundamental component of my academic training. Throughout my doctoral and postdoctoral work at the City University of New York (CUNY), I have been actively involved in teaching undergraduates and mentoring both high school and undergraduate research students. I taught General Chemistry (I & II) laboratory courses and recitation sections at Queens College of CUNY for three years and General Chemistry laboratory courses at the City College of CUNY for one year. I volunteered as a physical chemistry tutor for undergraduate students from CUNY. At St. John's College of Liberal Arts and Sciences, my recent teaching assignment included a General Chemistry Laboratory course that also involved

Curiousiteur is an area of motivation that was discussed in this week's lesson. As a chemistry teacher, most of my students are in 11th and 12th grade and motivation is limited. The important motivators at this level areACT test scores, GPA, graduation, and college. In my science class, I use many of the specific areas that were discussed in Yount's chapter four. Science teachers traditionally ask questions which are challenging and provoking. Science teachers "rock the boat but do not sink it" (Yount, 1999, pg 87). I have students working in pairs or teams during lab exercises this allows for peer interaction. Another area of student involvement is justifying answers. I have students to show me how they obtained their answers. Most of the topics covered in chemistry can be easily applied to everyday life. By having students dig deeper into each topic, it helps them make the connection between the content and the real world.

If research-based active learning is so much more effective, it is astonishing that an institution as well-respected as MIT would rely on lectures for its introductory science courses. I am discouraged to see MIT courses using the same ineffective techniques that have failed to teach me before. If MIT is to provide a truly excellent education, it should take Weiman’s advice and integrate more research-based active learning methods into its curricula.

Although many students disliked the additional coursework that OCA’s required, but those very same students overcame the barriers mentioned earlier, developed professionally, and increased confidence in their chemistry communication over the course of the semester.

With this training program, we have for several years produced effective GTAs for our undergraduate classes, both in small classroom discussions and in chemistry laboratory instruction. The program evaluations provided overwhelmingly favorable feedback (see Fig.1). Within the six major training categories evaluated, three categories had no negative evaluations. The other three groups provided 97% favorable or neutral evaluations, with a maximum of 3% for poor evaluations. Surpassing our initial expectations, the results of these evaluations strongly support our conclusion that we have achieved the goals of the training program.

Chemistry is a branch of physical science that studies the arrangement, structure, and change of matter. As a student interested in nursing, it is required to take the course of chemistry among many other pre requisite courses. When reviewing the course syllabus I thought to myself, “What is this stuff, and when am I going to ever use it in Nursing?” Also to all incoming non-science majors who are required to take chemistry, this course may be the last course you would even think about taking. Believe it or not, there is more to chemistry besides science. I’ve learned that chemistry is actually an interesting field of study. Chemistry actually plays a role in everyone 's lives and touches almost every feature of our existence in some way. The lessons I learned throughout this course can actually apply to the everyday life of an average individual. Even for those non science majors, the lessons from this course can most likely be applied to not only your major, but more importantly your survival on Earth. Chemistry is essential for meeting our basic needs of food, health, clothing, shelter, energy, clean air, water, and soil. Having chemistry knowledge is worthwhile because it provides a basis for understanding the physical universe we live in. Throughout this course, I found how almost every lesson could apply to everyday life. For instance I found the lessons of the basic concepts of matter, measurements in chemistry and chemical equations, along with the study of solvents