Evaluating students' learning gains and experiences from using nomenclature101.com
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Notice bibliographique
Résumé
Skill in organic chemistry nomenclature is fundamental for communicating more complex concepts. Interpreting and using functional group names is particularly important. With nomenclature101.com, students can create tailored interactive quizzes according to their learning needs; the tool is free and available in English and French. The present study investigated students' nomenclature learning in three different learning environments to determine (1) what learning gains participants make when using nomenclature101.com independently, when guided, or taught nomenclature through a traditional classroom tutorial and (2) students' perceptions of the usefulness, ease of use, and overall learning experience in each of the settings. We invited students from first and second semester organic chemistry courses at a large, research-intensive Canadian university to participate in a nomenclature workshop. When participants arrived, they were randomly sorted into one of three treatment groups: classroom tutorial, independent use of nomenclature101, or guided use of nomenclature101. Before the session, participants completed a pre-test; at the end, they completed a post-test and a questionnaire related to affective aspects of their experience. We analyzed participants' scores and questionnaire responses, and qualitatively analyzed their test answers, including errors. Learning gains were significant with large effect sizes for all three groups although there were no significant differences in learning gains between groups. The largest gains were observed in the ability to correctly identify and draw functional groups. Exploratory factor analysis showed that the post-workshop questionnaire about nomenclature101.com reliably measured participants’ perceptions about two latent factors: usefulness and ease of use. Based on questionnaire results, most participants liked the learning tool and found it useful and easy to use. Participants in all groups reported enjoying their learning experience. Few participants postdicted their quiz grades accurately, suggesting that metacognitive skillfulness was lacking among workshop participants. The large learning gains observed after using nomenclature101.com or learning in a classroom setting for just one hour shows the potential that instruction has to help students learn functional group identification skills, which ideally will mitigate barriers to communication and understanding. These results offer flexibility to educators as they make instructional choices such as teaching nomenclature in a course period or tutorial setting or asking students to learn nomenclature independently with nomenclature101.com. Students have the flexibility to work outside of class in the manner of their choosing.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle