Qualitative and Quantitative Evaluation of Three Types of Student-Generated Videos as Instructional Support in Organic Chemistry Laboratories-Reference-Cited by-同舟云学术

Qualitative and Quantitative Evaluation of Three Types of Student-Generated Videos as Instructional Support in Organic Chemistry Laboratories

Published:2017-01-06 Issue:2 Volume:94 Page:164-170
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Box Melinda C.¹,Dunnagan Cathi L.²,Hirsh Lauren A. S.²,Cherry Clinton R.³,Christianson Kayla A.¹,Gibson Radiance J.¹,Wolfe Michael I.¹,Gallardo-Williams Maria T.¹^ORCID

Affiliation:

1. Department of Chemistry, North Carolina State University, Raleigh, North Carolina 27695, United States

2. Instructional Innovation Services, Distance Education and Learning Technology Applications (DELTA), North Carolina State University, Raleigh, North Carolina 27695, United States

3. Interdisciplinary Physiology Graduate Program, College of Agricultural and Life Sciences, North Carolina State University, Raleigh, North Carolina 27695, United States

Funder

North Carolina State University

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.6b00451

Reference23 articles.

1. THE LABORATORY IN CHEMISTRY EDUCATION: THIRTY YEARS OF EXPERIENCE WITH DEVELOPMENTS, IMPLEMENTATION, AND RESEARCH

2. Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL): a model for providing professional and personal development and facilitating improved student laboratory learning outcomes

3. The Combined Effects of Classroom Teaching and Learning Strategy Use on Students’ Chemistry Self-Efficacy