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Re-designing Science Courses for Non-majors using Hands-on
Learning Experiences
Harry Pylypiw1, Marshall Sternberg1, and Frances Rowe2
Quinnipiac University1Department of Chemistry and Physical
Sciences2QU-Online
Hamden, CT 06518
Course Design and Teaching
“Tell me and I forget,teach me and I remember,
involve me and I learn.”
Benjamin Franklin
The Learning Pyramid
Authentic assessment and the online student: Moving from information transmission to learner engagement. Brian Salerno http://www.digitalpedagog.org/?p=620
Traditional Learning
Classroom Lectures• Textbook
Chapter readings Problems Written assignments
Laboratory Experiments• Lab Manual
Observations & data collection Submission of results or written report
Alternative Learning
Online or Hybrid Course Delivery• No fixed or set meeting time
Short virtual lectures or demonstrations Assignments
• Problems and written assessments• Group presentations – VoiceThread
Formative and summative assessments• Hands-on activities
No laboratory or equipment• Virtual observations & data collection• Summative assessments
Online Course Delivery
Advantages• Student driven learning
Pace of learning geared to the student Activities are available for repetitive use
• Formative assessments reinforce activities
Disadvantages• Hands-on activities limited
Expensive equipment needed for testing• Virtual chemistry experiments have limited
availability when compared to other disciplines
Course Re-design
Emphasize problem solving and critical thinking
Explore learning through doing• Use of student controlled lab simulations
Topics must maintain student interest Virtual experiments must be interesting Formative assessments add to learning
• Reinforce concepts presented by the activity• Students receive feedback for all answers• Frustration with incorrect answers avoided• Students learn from their mistakes – multiple attempts
are possible
Our Choices of Activities
Courses for non-science majors SCI-162 Consumer Chemistry
• Focus on the environment The Ozone Layer Global Warming
SCI-102 Physical Sciences• Focus on Chemistry and Geology
Density & chemical reactions Earthquakes & the age of the Earth
Interactive Presentations
Useful for reinforcement of concepts• Precipitation Reactions
Ionic Equations Solubility Rules Formative Questions – Self-test
• Making an Aqueous Solution Molarity Calculations Laboratory Techniques Formative Questions – Self-test
Interactive Presentation
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p56636755/
Interactive Presentation
Screen shot of presentation. To activate the presentation, click here:http://breeze.quinnipiac.edu/p27943886/
Click here to activate presentation
Interactive Presentations
Useful for reinforcement of lecture concepts• Why is the Ozone Layer Important?
Protection against damaging Sun radiation• What are UV-A, UV-B, UV-C rays?• How does ozone help against radiation?
Ultraviolet Rays affect your skin• Are UV rays good or bad?• Do we need to protect ourselves from UV rays?
Interactive PresentationUV A, B, & C Rays
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p89251017/
Interactive PresentationUV and You
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p60567148/
Non-Interactive Tutorials
These tutorials serve as short lectures or as pre-lab assistance• Key Features
Usually short – 1 to 4 minutes Slides contain notable portions of either the
text or the lab exercise Navigation bar allows the viewer to advance
or rerun a slide or portion of the tutorial
Non-Interactive Tutorial
Screen shot of presentation. Follow the link below to activate the presentationhttp://breeze.quinnipiac.edu/p70478869/
Sources of Tutorials
Instructor created demonstrations• Institutional/individual licensed software
Captivate• http://www.acrobatprocx.com/products/captivate.
html Jing
• http://www.techsmith.com/Jing Camtasia Relay
• http://www.techsmith.com/CamtasiaRelay Narration in PowerPoint
Sources of Tutorials
Publisher provided materials• Licensed on publisher servers
McGraw-Hill• http://www.mharis.com
• Educational/institution servers Blackboard Macromedia Breeze Citrix
Sources of Tutorials
Freely available on the Internet• Nobelprize.org
http://nobelprize.org/educational/chemistry/chiral/
• Howard Hughes Medical Institute http://www.hhmi.org/biointeractive/vlabs/
• HippoCampus http://www.hippocampus.org/
References Dağ, Funda, and Aynur Geçer. "Relations between Online Learning and Learning
Styles." Procedia - Social and Behavioral Sciences 1.1 (2009): 862-71.
Ke, Fengfeng, and Kui Xie. "Toward Deep Learning for Adult Students in Online Courses." The Internet and Higher Education 12.3-4 (2009): 136-45.
Kerr, Marcel S., Kimberly Rynearson, and Marcus C. Kerr. "Student Characteristics for Online Learning Success." The Internet and Higher Education 9.2 (2006): 91-105.
Kim, Kyong-Jee, Shijuan Liu, and Curtis J. Bonk. "Online MBA Students' Perceptions of Online Learning: Benefits, Challenges, and Suggestions." The Internet and Higher Education 8.4 (2005): 335-44.
Seng, Lau, and Fitri Suraya Mohamad. "Online Learning: Is it Meant for Science Courses?" The Internet and Higher Education 5.2 (2002): 109-18.
Spannagel, Christian, et al. "Animated Demonstrations and Training Wheels Interfaces in a Complex Learning Environment." Interacting with Computers 20.1 (2008): 97-111.