CHem 555 Chemical Pedagogy List of Readings Spring 2002

Dr. Thomas J. Greenbowe

Department of Chemistry, Iowa State University, Ames, IA 50011

Overviews of Chemical Education Research (Teaching and Learning Chemistry)

* indicates required readings

*Herron, J.D. (1996). The Chemistry Classroom: Formulas for Successful Teaching. American Chemical Society: Washington, DC. [This is the textbook for the course. It should be available at the bookstore.]

*Herron, J.D. (1990). Research in chemical education. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Eds.), Toward a scientific practice of science education. Hillsdale, NJ: Lawrence Erlbaum Associates.

Krajcik, J.S. (1991). Developing students' understanding of chemical concepts. In The Psychology of learning science, (Eds.) S.M. Glynn, R.H. Yeany, B.K. Britton, Hillsdale, NJ: Lawrence Erlbaum Associates.

Gabel, D.L. and Bunce, D.M. (1994). Research on problem solving: Chemistry. In Gabel, D.L (.ed.) Handbook of Research on Science Teaching and Learning. NY: MacMillan.

Overview of Physics Education Research

McDermott, L.C. (1990). A view from physics. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Eds.), Toward a scientific practice of science education. Hillsdale, NJ: Lawrence Erlbaum Associates.

*Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics. American Journal of Physics, 66(1), 64-74.

Learning Theories: An Overview

*Champagne, A. and Bunce, D. Learning-theory-based science teaching. In The Psychology of learning science, (Eds.) S.M. Glynn, R.H. Yeany, B.K. Britton, Hillsdale, NJ, Lawrence Erlbaum Associates.

Learning Theories: Conceptual Change

Smith, E. (1991). A Conceptual Change Model of Learning Science. In The Psychology of learning science, (Eds.) S.M. Glynn, R.H. Yeany, B.K. Britton, Hillsdale, NJ, Lawrence Erlbaum Associates.

West, L.H.T., Fensham, P.J., & Garrard, J.E. (1985). Describing the cognitive structures of learners following instruction in chemistry. In Conceptual Structure and Conceptual Change, West & Pines (eds.) Academic Press, Orlando, FL.

*Strike, K.A. and Posner, G.J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231-240.

*Hewson, P.W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-396.

Learning Theories: Constructivisim

von Glassersfeld, E. (1981). Concepts of adaptation and viability in a radical constructivist theory of knowledge. In New directions in piagetian theory and practice, Sigel, Brodzinsky, Golinkoff (Eds.), Hillsdale, NJ: LEA.

von Glassersfeld, E. (1995). Radical Constructivism: A way of knowing and learning. Washington, D.C.: Falmer.

Jonassen, D.H. (1991). Objectivism versus Constructivism: Do we need a new philosophical paradigm? Education Technology Research & Development, 39(3), 5-14.

Glynn, S.; Yeany, R.; Britton, B. (1991). A Constructivist view of learning science. In The Psychology of learning science, (Eds.) S.M. Glynn, R.H. Yeany, B.K. Britton, Hillsdale, NJ, Lawrence Erlbaum Associates.

*Bodner, G.M. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education, 63(10), 873-878.

Millar, R. (1989). Constructive criticisms. International Journal of Science Education, 11, 587-596.

Learning Theories: Piaget

*Herron, J.D. (1975). Piaget for Chemists: Explaining what "good" students cannot understand. Journal of Chemical Education, 52(3), 146-150.

*Herron, J.D. (1978). Piaget in the classroom: Guidelines for applications. Journal of Chemical Eduation, 55(3), 165-170.

Ward, C. R., & Herron, J. D. (1980). Helping students understand formal chemical concepts. Journal of Research in ScienceTeaching,17(5), 387-400.

Learning Theories: Guided-Inquiry and Learning Cycles

*Lawson, A.; Abraham, M.; Renner, J. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. National Association for Research in Science Teaching, Monograph 1. (see the NARST web site) *Now out of print.

*Abraham, M.R. and Renner, J.W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching, 23(2), 121-143.

*Pavelich, M.J., Abraham, M.R. (1979). An inquiry format laboratory program for general chemistry. Journal of Chemical Education, 56(2), 100-103.

Learning Theories: Cooperature Learning

Paulson, D. (1999). Active learning and cooperative learning in the organic chemistry lecture class. Journal of Chemical Education, 76(8), 1136-1140.

The Use of Algorithms/Formulas vs. Conceptual Understanding in Learning Chemistry

*Nurrenbern, S. C. and Pickering, M. (1987). Concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 64(6), 508 - 510.

Pickering, M. (1990). Further studies on concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 67, 254-255.

*Sawrey, B.A. (1990). Concept learning versus problem solving: Revisited. Journal of Chemical Education, 67(3), 253-254.

Mason, D.S., Shell, D.F., Crawley, F.E. (1997). Differences in problem solving by nonscience majors in introductory chemistry on paired algorithmic-conceptual problems. Journal of Research in Science Teaching, 34(9), 905-923.

*Nakhleh, M.B. and Mitchell, R.C. (1993). Concept learning versus problem solving. Journal of Chemical Education, 70(3), 190-192.

Nakhleh, M. (1992). Why some students don't learn chemistry. Journal of Chemical Education, 69, 191-196.

*Herron, J. D. and Greenbowe, T.J. (1986). What can we do about Sue: A case study of competence. Journal of Chemical Education, 63(6), 528-531.

Particulate Nature of Matter

*Gabel, D.L. and Samuel, K.V. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697.

*Gabel, D.L. (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of Chemical Education , 70(3), 193-194.

Noh, T., Scharmann, L.C. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem-solving ability. Journal of Research in Science Teaching, 34(2), 199-217.

Smith, K., Metz, P. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73, 233-235.

Multimedia, Computers and Learning Chemistry or Science

Kozma, R.B.; Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949-968.

Russell, J. Kozma, R., Jones, T., Wykoff, J., Marx, N., Davis, J. (1997). Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts. Journal of Chemical Education, 73, 233-235.

Lectures are Not Effective for Learning Chemistry and Curriculum Changes

*Brooks, D.W. (1984). Alternatives to traditional lecturing. Journal of Chemical Education, 61(10), 858-859.

Black, K.A. (1993). What to do when you stop lecturing: Become a guide and a resource. Journal of Chemical Education, 70(2), 140-144.

Crosby, G.A. (1992). Some thoughts on the craft of lecturing in the sciences. Journal of Chemical Education, 69(6), 433-436.

Brooks, D.W. (1993). General chemistry needs more resources, teachers with attitudes that enhance self-esteem, and chemical foresight. Journal of Chemical Education, 70(2), 135-139.

*Gillespie, R.J. (1991). What is wrong with the general chemistry course. Journal of Chemical Education, 68(3), 192-194.

*Spencer, J.N. (1993). The general chemistry curriculum: Different times, different students, same course. Journal of College Science Teaching, 23(3), 159-161.

Heady, J.E. (1993). Teaching embryology without lectures and without traditional laboratories - An adventure in innovation. Journal of College Science, 23(2), 87-91.

Bodner, G.M. (1992). Why changing the curriculum may not be enough. Journal of Chemical Education, 69(3), 186-190.

Overviews on Learning with Media (or media will never influence learning)

Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.

Models

White, B. Y. (1990). Intermediate causal models: A missing link for successful science education?. In R. Glaser (Ed.), Advances in Instructional Psychology, Volume 4. Hillsdale, NJ: Lawrence Erlbaum Associates.

White, B. (1993). ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1-100.

General

Tobias, S. (1990). They're not dumb, They're different: Stalking the second tier. Research Corporation, Tucson, AZ.

Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most things don't. Research Corporation, Tucson, AZ.ISBN: 0-9633504-1-2

American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Author.

G.D. Phye. (Ed.). (1997). Handbook of Academic Learning: Construction of Knowledge. Academic Press: San Diego, CA.

Novak, J.D. and Gowin, D. (1984). Learning how to learn. New York: Cambridge University.

Eylon, Bat-Sheva and Linn, M. C. (1988). Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58(3), 251-301.

Norman, D.A. (1988). The design of everyday things. New York: Basic Books.Also published as a paperback book by New York: Doubleday Currency. ISBN: 0-385 26774-6.

Statistics and Education Research & Design

Fraenkel, J.R. and Wallen, N.E. (1997). How to design and evaluate research in education, 3rd edition.New York: McGraw-Hill.

Gall, M.D., Borg, W.R. and Gall, J.P. (1996). Educational research: An introduction, 6th edition. White Plains, NY: Longman.

McMillan, J.H. and Schumacher, S. (1997). Research in education: A conceptual introduction, 4th edition. New York: Longman).

Neter, J., Kutner, M.H., Nachtsheim, C.J. and Wasserman, W. (1996). Applied linear statistical models, 4th edition. Boston: WCB/McGraw-Hill.

Ramsey, F. and Schafer, D.W. (1997). The statistical sleuth: A course in methods of data analysis. Belmont, CA: Duxbuty/Wadsworth.

Howell, D.C. (1997). Statistical methods for psychology, 4th edition. Belmont, CA: Duxbuty/Wadsworth.

Daniel, W.W. (1990). Applied nonparametric statistics, 2nd edition. Boston:PWS-Kent.

This page was up-dated on December 10, 2002 by Tom Greenbowe, Department of Chemistry, Iowa State University, Ames, IA 50011 (tgreenbo@iastate.edu)