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1860797482721607680
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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2016-04-27 10:22:26
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Restricted Document
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12914
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UniSZA
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| internalnotes |
1. Angelo, T. A.; Cross, K. P. Classroom assessment techniques : a handbook for college teachers; Jossey-Bass Publishers: San Francisco, 1993. 2. Centra, J. A.; Bonesteel, P. New Directions for Teaching and Learning 1990, 1990, 7. 3. Chickering, A. W.; Gamson, Z. F. New Directions for Teaching and Learning 1999, 1999, 75. 4. Murray, H. G. "Effective teaching behaviors in the college classroom," In Higher Education: Handbook of Theory and Research; Smart, J. C., Ed.; Agathon Press: New York, 1991; Vol. 7. 5. Davis, B. G. Tools for Teaching; 2nd ed.; Jossey-Bass: San Francisco, 2009. 6. Berk, R. A. Journal on Excellence in College Teaching 1996, 7, 71. 7. Foyle, H. C. Interactive learning in the higher education classroom: Cooperative, collaborative, and active learning strategies; National Education Association, 1995. 8. Pollack, A. E.; Korol, D. L. Journal of Undergraduate Neuroscience Education 2013, 12, A42. 9. Strother, D. B. The Phi delta Kappan 1989, 71, 324. 10. Banks, T. Creative Education 2014, 5, 519. https://doi.org/10.4236/ce.2014.57061 11. Long, C. S.; Ibrahim, Z.; Kowang, T. O. International Education Studies 2014, 7, 37. 12. Lipton, L.; Wellman, B. M.; Humbard, C. Mentoring matters: A practical guide to learning-focused relationships; Mira Via, LCC: Sherman, CT, 2003. 13. Perkins, D. NJEA Review 1993, 67, 10. 14. Perkins, D. The Professional Journal of the American Federation of Teachers 1993, 17, 28. 15. Swanwick, K.; Paynter, J. British Journal of Music Education 1993, 10, 3. https://doi.org/10.1017/S0265051700001388 16. Kiewra, K. A. Theory into practice 2002, 41, 71. https://doi.org/10.1207/s15430421tip4102_3 17. Bligh, D. What's the Use of Lectures?; Jossey-Bass Publishers: San Francisco, 2000. 18. Rogers, R. R. Innovative higher education 2001, 26, 37. https://doi.org/10.1023/A:1010986404527 19. Higgs, J. "Planning learning experiences to promote autonomous learning," In Developing student autonomy in learning; 2nd ed.; Boud, D., Ed.; Kogan Page: London, 1988. 20. Luiden, P. M. “Paper Thinking: The Process of Writing,” In Envisioning Process as Content: Toward a Renaissance Curriculum; Costa, A. L., Liebmann, R. M., Eds.; Corwin Press, Inc.: USA, 1996. 21. Andrusyszyn, M. A.; Davie, L. International Journal of E-Learning & Distance Education 2007, 12, 103. 22. Crowe, D.; Youga, J. The Journal of Economic Education 1986, 17, 218. https://doi.org/10.1080/00220485.1986.10845169 23. Boud, D.; Keogh, R.; Walker, D. “Promoting reflection in learning: A model,” In Reflection: Turning experience into learning; Boud, D., Keogh, R., Walker, D., Eds.; Kogan Page: London, 1985. 24. Jarvis, P. Nurse Education Today 1992, 12, 174. https://doi.org/10.1016/0260-6917(92)90059-W 25. Mezirow, J. Adult education quarterly 1981, 32, 3. https://doi.org/10.1177/074171368103200101 26. Gibbs, G. Learning by doing: A guide to teaching and learning methods; London: FEU, 1988. 27. Gupta, T.; Burke, K. A.; Mehta, A.; Greenbowe, T. J. Journal of Chemical Education 2015, 92, 32. https://doi.org/10.1021/ed500059r 28. Wagenaar, T. C. Teaching Sociology 1984, 419. 29. Burnard, P. Nurse Education Today 1988, 8, 105. https://doi.org/10.1016/0260-6917(88)90008-1 30. Kan, S.-Y.; Cha, J.; Chia, P. W. Journal of the Korean Chemical Society 2015, 59, 156. https://doi.org/10.5012/jkcs.2015.59.2.156 31. Lynch, D. J.; Trujillo, H. International Journal of Science and Mathematics Education 2011, 9, 1351. https://doi.org/10.1007/s10763-010-9264-x 32. Grove, N. P.; Cooper, M. M.; Cox, E. L. Journal of Chemical Education 2012, 89, 850. https://doi.org/10.1021/ed200394d 33. Grove, N. P.; Bretz, S. L. Chemistry Education Research and Practice 2012, 13, 201. https://doi.org/10.1039/C1RP90069B 34. Marlowe, B. A.; Page, M. L. Creating and sustaining the constructivist classroom; Corwin Press: California, 2005. 35. Koulaidis, V.; Ogborn, J. International Journal of Science Education 1988, 10, 497. https://doi.org/10.1080/0950069880100503 36. Bloom, B. S. Taxonomy of Educational Objectives: The Classification of Educational Goals; New York: D. McKay, 1956. 37. Cavallo, A. M. Journal of Research in Science Teaching 1996, 33, 625. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q 38. Germann, P. J.; Aram, R. J. Journal of Research in Science Teaching 1996, 33, 773. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K 39. Rhem, J. The National Teaching & Learning Forum 1995, 5, 4. 40. Bonwell, C. C.; Eison, J. A. Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports; ERIC: Washington DC, 1991. 41. Allen, E. E. The Reference Librarian 1995, 24, 89. https://doi.org/10.1300/J120v24n51_10 42. Meyers, C.; Jones, T. B. Promoting active learning: strategies for the college classroom; Jossey-Bass Publishers: San Francisco, 1993.
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12914 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=12914 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal image/jpeg inches 96 96 norman 1414 763 22 22 2016-04-27 10:22:26 1414x763 7221-01-FH02-FSK-16-05736.jpg UniSZA Private Access College students' reflection on the uncritical inference test activity in organic chemistry course Journal of the Korean Chemical Society Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses. 60 2 Korean Chemical Society Korean Chemical Society 137-143 1. Angelo, T. A.; Cross, K. P. Classroom assessment techniques : a handbook for college teachers; Jossey-Bass Publishers: San Francisco, 1993. 2. Centra, J. A.; Bonesteel, P. New Directions for Teaching and Learning 1990, 1990, 7. 3. Chickering, A. W.; Gamson, Z. F. New Directions for Teaching and Learning 1999, 1999, 75. 4. Murray, H. G. "Effective teaching behaviors in the college classroom," In Higher Education: Handbook of Theory and Research; Smart, J. C., Ed.; Agathon Press: New York, 1991; Vol. 7. 5. Davis, B. G. Tools for Teaching; 2nd ed.; Jossey-Bass: San Francisco, 2009. 6. Berk, R. A. Journal on Excellence in College Teaching 1996, 7, 71. 7. Foyle, H. C. Interactive learning in the higher education classroom: Cooperative, collaborative, and active learning strategies; National Education Association, 1995. 8. Pollack, A. E.; Korol, D. L. Journal of Undergraduate Neuroscience Education 2013, 12, A42. 9. Strother, D. B. The Phi delta Kappan 1989, 71, 324. 10. Banks, T. Creative Education 2014, 5, 519. https://doi.org/10.4236/ce.2014.57061 11. Long, C. S.; Ibrahim, Z.; Kowang, T. O. International Education Studies 2014, 7, 37. 12. Lipton, L.; Wellman, B. M.; Humbard, C. Mentoring matters: A practical guide to learning-focused relationships; Mira Via, LCC: Sherman, CT, 2003. 13. Perkins, D. NJEA Review 1993, 67, 10. 14. Perkins, D. The Professional Journal of the American Federation of Teachers 1993, 17, 28. 15. Swanwick, K.; Paynter, J. British Journal of Music Education 1993, 10, 3. https://doi.org/10.1017/S0265051700001388 16. Kiewra, K. A. Theory into practice 2002, 41, 71. https://doi.org/10.1207/s15430421tip4102_3 17. Bligh, D. What's the Use of Lectures?; Jossey-Bass Publishers: San Francisco, 2000. 18. Rogers, R. R. Innovative higher education 2001, 26, 37. https://doi.org/10.1023/A:1010986404527 19. Higgs, J. "Planning learning experiences to promote autonomous learning," In Developing student autonomy in learning; 2nd ed.; Boud, D., Ed.; Kogan Page: London, 1988. 20. Luiden, P. M. “Paper Thinking: The Process of Writing,” In Envisioning Process as Content: Toward a Renaissance Curriculum; Costa, A. L., Liebmann, R. M., Eds.; Corwin Press, Inc.: USA, 1996. 21. Andrusyszyn, M. A.; Davie, L. International Journal of E-Learning & Distance Education 2007, 12, 103. 22. Crowe, D.; Youga, J. The Journal of Economic Education 1986, 17, 218. https://doi.org/10.1080/00220485.1986.10845169 23. Boud, D.; Keogh, R.; Walker, D. “Promoting reflection in learning: A model,” In Reflection: Turning experience into learning; Boud, D., Keogh, R., Walker, D., Eds.; Kogan Page: London, 1985. 24. Jarvis, P. Nurse Education Today 1992, 12, 174. https://doi.org/10.1016/0260-6917(92)90059-W 25. Mezirow, J. Adult education quarterly 1981, 32, 3. https://doi.org/10.1177/074171368103200101 26. Gibbs, G. Learning by doing: A guide to teaching and learning methods; London: FEU, 1988. 27. Gupta, T.; Burke, K. A.; Mehta, A.; Greenbowe, T. J. Journal of Chemical Education 2015, 92, 32. https://doi.org/10.1021/ed500059r 28. Wagenaar, T. C. Teaching Sociology 1984, 419. 29. Burnard, P. Nurse Education Today 1988, 8, 105. https://doi.org/10.1016/0260-6917(88)90008-1 30. Kan, S.-Y.; Cha, J.; Chia, P. W. Journal of the Korean Chemical Society 2015, 59, 156. https://doi.org/10.5012/jkcs.2015.59.2.156 31. Lynch, D. J.; Trujillo, H. International Journal of Science and Mathematics Education 2011, 9, 1351. https://doi.org/10.1007/s10763-010-9264-x 32. Grove, N. P.; Cooper, M. M.; Cox, E. L. Journal of Chemical Education 2012, 89, 850. https://doi.org/10.1021/ed200394d 33. Grove, N. P.; Bretz, S. L. Chemistry Education Research and Practice 2012, 13, 201. https://doi.org/10.1039/C1RP90069B 34. Marlowe, B. A.; Page, M. L. Creating and sustaining the constructivist classroom; Corwin Press: California, 2005. 35. Koulaidis, V.; Ogborn, J. International Journal of Science Education 1988, 10, 497. https://doi.org/10.1080/0950069880100503 36. Bloom, B. S. Taxonomy of Educational Objectives: The Classification of Educational Goals; New York: D. McKay, 1956. 37. Cavallo, A. M. Journal of Research in Science Teaching 1996, 33, 625. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q 38. Germann, P. J.; Aram, R. J. Journal of Research in Science Teaching 1996, 33, 773. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K 39. Rhem, J. The National Teaching & Learning Forum 1995, 5, 4. 40. Bonwell, C. C.; Eison, J. A. Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports; ERIC: Washington DC, 1991. 41. Allen, E. E. The Reference Librarian 1995, 24, 89. https://doi.org/10.1300/J120v24n51_10 42. Meyers, C.; Jones, T. B. Promoting active learning: strategies for the college classroom; Jossey-Bass Publishers: San Francisco, 1993.
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| spellingShingle |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| summary |
Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.
|
| title |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| title_full |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| title_fullStr |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| title_full_unstemmed |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| title_short |
College students' reflection on the uncritical inference test activity in organic chemistry course
|
| title_sort |
college students' reflection on the uncritical inference test activity in organic chemistry course
|