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Thinking and Learning in Nested Systems: The Classroom Level
Vicente Talanquer1, Renee Cole2, Gregory T Rushton3
1Department of Chemistry and Biochemistry, University of Arizona, Tucson, Arizona 85721, United States.
Journal of Chemical Education
|February 19, 2024
Summary
This study reviews research on college chemistry teaching and learning, highlighting how classroom dynamics are shaped by social and knowledge interactions. It offers insights into curriculum, instruction, assessment, and the roles of teachers and students.
Area of Science:
- Chemistry Education Research
- Higher Education Pedagogy
Background:
- College chemistry classrooms involve complex structural and psychosocial factors influencing dynamics.
- Interactive learning environments foster intricate social and knowledge dynamics.
Purpose of the Study:
- To review and discuss research on social and knowledge dynamics in interactive college chemistry learning environments.
- To synthesize major insights from 25 years of research in chemistry education.
- To summarize implications for curriculum, instruction, assessment, teachers, and students.
Main Methods:
- Literature review and synthesis of research findings.
- Analysis of social and knowledge dynamics in interactive learning.
- Identification of key insights and implications for chemistry education.
Main Results:
- Understanding of complex social and knowledge dynamics in interactive chemistry classrooms.
- Identification of significant trends and insights over the past 25 years.
- Summary of implications for various aspects of chemistry education.
Conclusions:
- Structural and psychosocial factors significantly impact college chemistry teaching and learning.
- Research provides valuable insights into optimizing interactive learning environments.
- These insights have broad implications for improving chemistry education practices.
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