Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 89, Issue 4, Pages 497-501Publisher
AMER CHEMICAL SOC
DOI: 10.1021/ed100589h
Keywords
First-Year Undergraduate/General; Second-Year Undergraduate; Organic Chemistry; Communication/Writing; Multimedia-Based Learning; Student-Centered Learning
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This work describes efforts to incorporate and evaluate the use of a You Tube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this method is not often incorporated in large lecture classes and lower-division science courses. This work primarily focuses on a You Tube video script writing assignment where a student selects an organic chemistry concept and describes how they would teach or creatively explain the concept to their fellow classmates using real-world examples in a popular You Tube video format. In a more elaborate version of the assignment, students then proceed to make a You Tube video based on this written assignment. Subsequent details and feedback about the assignment are also presented.
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