Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

    Authors

    E. K. H. Saitta; M. A. Bowdon;C. L. Geiger

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    J. Sci. Educ. Technol.

    Keywords

    Chemistry education; Service-learning; Web conferencing; High school; University; GENERAL-CHEMISTRY; CONCEPTUAL CHANGE; STUDENTS; PROJECT; INQUIRY; CURRICULUM; EXPOSITORY; MECHANICS; TOPICS; TEXT; Education & Educational Research; Education, Scientific Disciplines

    Abstract

    Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students' misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project's design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.

    Journal Title

    Journal of Science Education and Technology

    Volume

    20

    Issue/Number

    6

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    790

    Last Page

    795

    WOS Identifier

    WOS:000297197200010

    ISSN

    1059-0145

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