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Wednesday, August 6 • 2:00pm - 5:00pm
W42: Infusing the Science of Learning into Your Chemistry Classroom: Evidence-Based Instructional Practices

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Much research suggests that certain instructional strategies are particularly effective at promoting student learning and attitudes towards science. Yet, incorporating the latest evidence-based instructional practices into an existing lecture-focused classroom can be difficult.

In this workshop, participants will discuss several research-based, active-learning instructional strategies that can be easily added to any chemistry course. These strategies build directly on the cognitive principles presented in the associated morning workshop. The specific techniques of Peer Instruction, Predict-Observe-Explain (also known as interactive lecture demonstrations), and Jigsaw will be emphasized. Workshop participants will learn about the evidence supporting these strategies, will experience them from a student’s perspective, and will be guided in the development of personalized materials ready for implementation in their own classrooms.

We strongly encourage participants not already familiar with cognitive principles such as testing effects, self-explanation, expertise reversal, distributed practice, and illusions of competence to attend our preceding "Cognitive Principles" workshop.


Marilyne Stains

University of Nebraska-Lincoln


Travis Lund

Assistant Professor, Oregon Institute of Technology

Sam Pazicni

University of New Hampshire

Jonathan Velasco

University of Nebraska-Lincoln

Wednesday August 6, 2014 2:00pm - 5:00pm EDT
MAK D1135
  Concept Issues  Pedagogy