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2 November 2022 - 2 November 2022

1:00PM - 2:00PM

Online seminar using Zoom.

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Part of the School of Education Research Seminar Series

Using online technology to improve student self-efficacy in chemistry laboratories

Dr Dino Spagnoli, School of Molecular Sciences, The University of Western Australia, Perth, Australia

This will be a virtual seminar using Zoom. Contact ed.research@durham.ac.uk for details about how to take part.

The use of learning technologies in higher education have increased vastly over recent years, not least because of the rapid and essential pivot to online teaching during 2020. However, the effectiveness of online learning technologies is not always assessed. In this presentation, I will describe the online learning technologies that my group have developed to improve student learning in the laboratory with particular focus on the affective domain of learning. To achieve meaningful learning in the laboratory a student should construct knowledge within the three domains of learning: cognitive (thinking), psychomotor (doing) and affective (feeling).[1, 2] This presentation will probe areas of the affective domain with particular focus on student self-efficacy. There are a range of studies that link academic performance with increased self-efficacy. [3, 4] I will highlight the ongoing research on the student usage and impact of our 360o laboratory tour [5] and pre-laboratory videos.[6] This talk will conclude with recommendations for others who wish to use online learning technologies in their teaching.

References:

[1] J.D. Novak, Human Constructivism: A Unification of Psychological and Epistemological Phenomena in Meaning Making, Journal of Constructivist Psychology, 6 (1993) 167-193.

[2] K.R. Galloway, S.L. Bretz, Development of an Assessment Tool To Measure Students’ Meaningful Learning in the Undergraduate Chemistry Laboratory, J Chem Educ, 92 (2015) 1149-1158.

[3] N. Choi, Self‐efficacy and self‐concept as predictors of college students' academic performance, Psychol Schools, 42 (2005) 197-205.

[4] M. Meral, E. Colak, E. Zereyak, The Relationship between Self-Efficacy and Academic Performance, Procedia - Soc Behav Sci, 46 (2012) 1143-1146.

[5] T.D. Clemons, L. Fouché, C. Rummey, R.E. Lopez, D. Spagnoli, Introducing the First Year Laboratory to Undergraduate Chemistry Students with an Interactive 360° Experience, J Chem Educ, 96 (2019) 1491-1496.

[6] D. Spagnoli, L. Wong, S. Maisey, T.D. Clemons, Prepare, Do, Review: a model used to reduce the negative feelings towards laboratory classes in an introductory chemistry undergraduate unit, Chemistry Education Research and Practice, 18 (2017) 26-44.

Hosted by the Evaluation and Innovation in Science Education (EISE) research group and the Curriculum and Pedagogy Cluster

 

Pricing

Free