Javascript required
Skip to content Skip to sidebar Skip to footer
Home / Lab 1 Review of Introductory Chemistry Concepts and Skills Santa Fe

Lab 1 Review of Introductory Chemistry Concepts and Skills Santa Fe

Didactics

Ph.D. (Chemistry), University of Southward Florida, Tampa, FL
Thou.S. (Biochemical Engineering), Huaqiao University, Communist china
B.Southward. (Biotechnology), Huaqiao Academy, Mainland china

COURSES TAUGHT

TBA

Inquiry INTERESTS

Chemistry Education Research

The overarching goal of Dr. Ye' s research is to amend instruction and student learning processes in post-secondary chemical science. To achieve this goal, the post-obit iii areas are our main interests:

one) Evolution and implementation of novel assessments

Multiple educational theories value the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to exist developed and utilized. Creative Exercises (CEs) are an open-ended cess technique where students are given a single prompt in chemical science and asked to write equally many statements as they tin can that are distinct, correct, and relevant to the prompt. Measure out of Linked Concepts (MLCs) is designed based on educatee responses to CEs. Each MLC is equanimous of a simple prompt and a series of right and incorrect links span the content of previous content in the course. Students are asked to evaluate each link equally either truthful or false.  These assessments require students to actively incorporate their prior knowledge to existing knowledge. They have the potential to promote meaningful learning. Previous piece of work has collected evidence for the validity of the 2 assessments in General Chemistry. Future inquiry in Dr. Ye' s lab volition examine how students link chemistry concepts among dissimilar topics, to what extent these assessments help students learn chemistry meaningfully and their relationships to student functioning and retention.

2) Investigation of students' study habits

The starting betoken of this inquiry was marvel virtually the question,  "What are the efforts students make to help them learn chemistry effectively?" Understanding student learning and their experiences toward learning is of import for instructors to make decisions about instructional practices. Dr. Ye' s lab seeks to examine a novel tool for measuring students' study habits ­— text message inquiries. The evidence for the feasibility of using text message inquiries was obtained. Prior study explored how students report chemistry at multiple points of time (types and frequencies of studying), and the constructive written report habits (e.k. deep learning) and factors (e.chiliad. metacognitive skills) that lead to better academic performance in Full general Chemistry. Future research will expand the use of this data collection tool to investigate students' written report habits in different chemistry courses (e.thousand. Biochemistry). Similarities and differences among students' study habits for different chemical science courses and changes over the chemistry courses will be examined.

three) Pattern and evaluation of novel instructional methods

The 3rd research area of our group is focus on incorporating cooperative learning in chemistry teaching. Cooperative learning is a learner-centered instructional strategy in which students work in groups on well-designed learning tasks to improve mastery of form content, it offers opportunities for students to share, assist and teach each other. The purpose of the research is to optimize components of cooperative learning and maximize student interactions and learning outcomes. The key components nosotros examine include individual accountability, positive interdependence, and development of explaining behaviors and social skills. Dr. Ye is also interested in transforming traditional chemistry classrooms into flipped classrooms, a novel pedagogical technique moves traditional lectures out-of-grade through pre-tape videos and students spend more fourth dimension working on problems in-class. The effectiveness of the to a higher place novel instructional methods will exist evaluated.

Chemistry Education Research in an interdisciplinary research field. As a research member in Dr. Ye' s research group, other than chemistry content knowledge, yous will learn a diverseness of educational theories that explain how people learn and a wide range of cess tools available in chemical science. You will also acquire a series of quantitative and qualitative research methods and the software to perform relevant analyses. In educational research, quantitative methods collect, clarify and interpret numerical data such as test scores, responses to Likert –type surveys, etc.  Qualitative methods involve textual data obtained from in-depth interviews, observations, open-ended questionnaires, etc. These tools and techniques yous learn will expand your cognition and skills and assist yous gain assess to diverse career opportunities related to teaching and research.

REPRESENTATIVE PUBLICATIONS

  1. Gilewski, A., Mallory, Due east., Sandoval, M., Litvakc, 1000., Ye, Fifty. (2019). Does linking help? Effects and pupil perceptions of a learner-centered cess implemented in introductory chemistry.Chemistry Education Research and Practice, 20, 399-411.
  2. Ye, Fifty., Shuniak C., Oueini R., Robert J., Lewis, South. (2016). Can they succeed? Exploring At-Risk Students' Study Habits in College Full general Chemistry.Chemistry Education Enquiry and Practice, 17, 878-892.
  3. Ye, L., Oueini, R., Lewis, S.E. (2015). Developing and Implementing an Assessment Technique to Measure Linked Concepts. Journal of Chemical Education, 92, 1807-1812.
  4. Ye, L., Oueini, R., Dickerson, A.P., Lewis, S.Due east. (2015). Learning Across the Classroom: Using Text Messages to Measure out General Chemistry Students' Written report Habits. Chemical science Education Research and Practice, 16, 869-878.
  5. Ye, L., Lewis, S.E., Raker, J.R. & Oueini, R.(2015). Examining the Touch on of Chemical science Education Research Manufactures from 2007 through 2013 by Citation Counts. Journal of Chemic Education, 92, 1299-1305.
  6. Ye, L. & Lewis, S.E. (2014). Looking for Links:  Examining Educatee Responses in Artistic Exercises for Evidence of Linking Chemical science Concepts. Chemistry Education Inquiry and Practice, 15(4), 576-586.
  7. Lin, Q., Liu, YG., Ye, L. (2012). Progress on Tissue Construction Technology in Vitro. Periodical of Biomedical Engineering Enquiry, 31 (2), 125-129.
  8. He, P., Liu, YG., Ye, L. (2012). Progress in Microconstructed Applied science and Bottom-Upwardly Approach for Tissue Engineering. Materials Review, 26 (11), 124-128.
  9. Chen, AZ., Lin, XF., Wang, SB., Li, 50., Liu, YG., Ye, 50., Wang, GY. (2012). Biological Evaluation of Atomic number 263Oiv-poly(L-lactide)-poly(ethylene glycol)-poly(Fifty-lactide) Magnetic Microspheres Prepared in Supercritical CO2. Toxicology Letters, 212(1), 75-82.
  10. Ye, 50., Wang, SB. (2010). Progress in Microencapsulation of Stem Cells. Chinese Journal of Biotechnology, 26(12), 1611−1617.

grahamdisid1946.blogspot.com

Source: https://www.csun.edu/science-mathematics/chemistry-biochemistry/li-ye