Dr. Gabriela Weaver
Research in the Weaver Chemical Education group is focused on elucidating the ways in which innovative instructional
materials and methods can be used to help students better understand and learn chemistry. One aspect of our work is to
examining how instructional technologies can be designed and used in the classroom. Some of this work involves analyzing
data and technologies that already exist. In other cases, the technologies are developed by this group. We have developed
instructional web sites, animations and multimedia for General Chemistry, Physical Chemistry and K-12 science.
A major component of our work is in the area of Physical Chemistry education. We are undertaking the design and development
of a DVD that includes programs about current research being undertaken nationally and internationally that uses Physical
Chemistry concepts. The programs on the DVD are used to provide a context-situated approach to teaching the theoretical
aspects of the undergraduate Physical Chemistry curriculum. In addition to the high-bandwidth DVD video, the disc includes
a web-DVD interface that allows the integration of interactive problem solving and content background information
for each program.
A second focus area of our research is in the area of inquiry-based instruction. This is an area that encompasses a variety
of topics, including the use of authentic research methods for instruction at the K-12 and undergraduate levels. The
CASPiE
initiative has resulted from this arena of our work and is now a major component of this research.
Student use of these technologies, and the educational outcomes, are assessed in our group using a combination of
quantitative and qualitative research methods. We utilize standard statistical analysis methods as well as a variety of
ethnographic qualitative methods, including interviews, surveys, and observations (both controlled and authentic).
In addition to developing, implementing and assessing instructional technologies, our group also looks
at the more theoretical aspects of learning chemistry. For example, we have looked at the effects of discourse, group
collaborative work, peer instruction and context-situated learning. The overall goal of research in this group is to
understand
how to improve the teaching and learning process in chemistry, especially as the demographics and learning styles of college
students change.
