期刊名称：The Journal of Scholarship of Teaching and Learning
电子版ISSN：1527-9316
出版年度：2013
卷号：13
期号：3
页码：120-133
语种：English
出版社：Indiana University
摘要：Organic Chemistry is perceived to be one of the most challenging of undergraduate science courses, and attrition from this course may impact decisions about pursuing a professional or academic career in the biomedical and related sciences. Research suggests that chemistry students who are strategic help seekers may outperform those students who avoid seeking help, and that encouraging self-regulated learning behaviors can benefit academically at-risk students. In the current study we present the results of action research conducted in an Organic Chemistry classroom at a large, urban, public university over the course of three semesters. Results suggest that encouraging academic help seeking, a type of self-regulated learning, improves student outcomes. Implications for other science courses and for similar student populations (underrepresented minorities and first generation to attend college) are discussed.
关键词：organic chemistry;student learning;help seeking behavior;higher education;underrepresented students
