Publication Info
Type Inproceedings
Year 2016
Venue Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.
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Inproceedings

Advancing chemistry education research: Dual-Process Theories, Learning Objects and Student Response Systems (Keynote Lecture)

Kahveci M

2016 — Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.

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Citation (APA)

Kahveci M (2016). Advancing chemistry education research: Dual-Process Theories, Learning Objects and Student Response Systems (Keynote Lecture). Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.

Abstract

This Keynote Lecture addresses the advancement of chemistry education research (CER), emphasizing the need for cooperation between chemistry experts (Group I) and chemistry educators (Group II) to address falling student interest in science. The speaker proposes two key directions for innovative CER:

  1. Affective Domain: Adapt Dual-Process Theories (explaining behavior through impulsive/reflective systems) into CER. This shifts the focus toward affective aspects (emotions, attitudes) and away from purely cognitive ones, leading to more "human-friendly" teaching and research practices.
  1. Educational Technology for Rich Interactivity: Utilize cost-effective technology to create rich interactivity and self-study environments. Two emerging applications from recent undergraduate projects are proposed:
  • Learning Objects (LO): Supports high student interaction and engagement with adaptive feedback for self-study.
  • Student Response Systems (SRS): Supports rich in-class interaction, ideal for face-to-face instruction and developing two-tier instruments for conceptual research.

The talk highlights that both LO and SRS projects require collaboration between Group I and Group II experts, effectively merging their expertise to advance innovative chemistry education projects.

BibTeX

@inproceedings{p, title = {Advancing chemistry education research: Dual-Process Theories, Learning Objects and Student Response Systems (Keynote Lecture)}, author = {Kahveci M}, year = {2016}, booktitle = {Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.}, abstract = {This Keynote Lecture addresses the advancement of chemistry education research (CER), emphasizing the need for cooperation between chemistry experts (Group I) and chemistry educators (Group II) to address falling student interest in science. The speaker proposes two key directions for innovative CER: 1. **Affective Domain:** Adapt **Dual-Process Theories** (explaining behavior through impulsive/reflective systems) into CER. This shifts the focus toward **affective aspects** (emotions, attitudes) and away from purely cognitive ones, leading to more "human-friendly" teaching and research practices. 2. **Educational Technology for Rich Interactivity:** Utilize cost-effective technology to create rich interactivity and self-study environments. Two emerging applications from recent undergraduate projects are proposed: * **Learning Objects (LO):** Supports high student interaction and engagement with adaptive feedback for self-study. * **Student Response Systems (SRS):** Supports rich in-class interaction, ideal for face-to-face instruction and developing two-tier instruments for conceptual research. The talk highlights that both LO and SRS projects require collaboration between Group I and Group II experts, effectively merging their expertise to advance innovative chemistry education projects.} }