Theory-into-practice research: Effective learning environments for introductory chemistry

This research took a theory-into-practice approach to study student learning in introductory chemistry at a midwestern research I university. A supplemental focus was creating and evaluating an environment to help students meet the professors' goals while meeting students' cognitive and affective needs.; An inductive case study developed grounded theory of this context from the perspectives of professors, graduate teaching assistants (TAs), and students planning majors in science-related fields. The difficulties students found in learning were used to design a change in practice within the discussion sections. A student learning survey and learning environment observation instrument were tailored to document the new customized format and evaluate its quality of implementation within individual discussion sections.; Analysis of results using triangulation of interviews, documents, observations and survey data illustrated clearly that chemistry 04:013 was designed to serve a gatekeeper function, by using relative grading, rapid coverage of content, little attention to student concerns: (1) The amount of content was greater than could be processed and understood by these capable students (high mean ACT scores and attainment of math prerequisities). (2) Little interaction occurred between students and TAs and among students in discussion sections until a change to TA-facilitated peer collaboration was instituted. (3) Teaching assistants need ongoing support, coaching, and evaluation to ensure motivation and proficiency in facilitating undergraduate learning. (4) The drop in content expectation by the lead professor in the spring semester is likely a more significant help to student learning than the change in discussion practice. (5) The format of the discussion sections needs to be continually customized to the learning needs of the majority of students rather than the minority who come with questions. (6) The consequences of the gatekeeper function (emphasis on aptitude and preparation rather than learning, a user-unfriendly environment, insensitive to the caliber of the student population) are the most serious impediments to student learning of chemistry in 04:013.; The positive changes in practice and demeanor by the lead professor were notable. The change in discussion section format will be continued and further elaborated.