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Scott E. Lewis
University of South Florida
Mathematics educationPsychologyPedagogyChemistry educationGeneral chemistry
35Publications
10H-index
619Citations
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Publications 35
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#1Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
#2Nicole Graulich (University of Giessen)H-Index: 6
Last. Scott E. Lewis (USF: University of South Florida)H-Index: 10
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#1Tawabur Rahman (USF: University of South Florida)
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
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#1Vanessa R. Ralph (USF: University of South Florida)H-Index: 2
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
Calls for assessments incorporating representations beyond the symbolic level (e.g., chemical reactions and formulas) have encouraged assessment designers to choose from a variety of representations in the design of chemistry assessments. This work expands on prior work in considering how representations are incorporated within assessments. First, students were given assessment items similar in task with common rationales for the design of answer choices with different representations substitute...
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#1Vanessa R. Ralph (USF: University of South Florida)H-Index: 2
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of literature informing the impact of an evidence-based practice. This study seeks to introduce randomization tests, a nonparametric statistical analysis i...
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#1Vanessa R. Ralph (USF: University of South Florida)H-Index: 2
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond m...
1 CitationsSource
#1Michael K. Seery (Edin.: University of Edinburgh)H-Index: 21
#2Ajda Kahveci (DePaul University)H-Index: 7
Last. Scott E. Lewis (USF: University of South Florida)H-Index: 10
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1 CitationsSource
#1Deborah G. Herrington (GV: Grand Valley State University)H-Index: 8
#2Ryan D. Sweeder (MSU: Michigan State University)H-Index: 9
Last. Ellen J. Yezierski (Miami University)H-Index: 9
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Chemistry-education research (CER) has progressed considerably in the United States since emerging as a discipline in the 1970s. Although CER graduate programs have become well established at a few universities, their success and growth may not be assured. Even with an increasing number of chemistry departments across the United States employing one or more CER faculty, CER can still be a novel entity to many traditional chemists. CER faculty continue to face the challenge of educating colleague...
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#1Vanessa R. Ralph (USF: University of South Florida)H-Index: 2
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
The identification of students at risk for academic failure in undergraduate chemistry courses has been heavily addressed in the literature. Arguably one of the strongest and most well-supported predictors of undergraduate success in chemistry is the mathematics portion of the SAT (SAT-M), a college-entrance, standardized test administered by the College Board. While students scoring in the bottom quartile of the SAT-M (herein referred to as at-risk) perform significantly worse on first-semester...
4 CitationsSource
#1Scott E. Lewis (USF: University of South Florida)H-Index: 10
The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry...
1 CitationsSource
#1Andrew Apugliese (USF: University of South Florida)H-Index: 1
#2Scott E. Lewis (USF: University of South Florida)H-Index: 10
Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students’ chemistry understanding. Modifiers in the meta-analysis are purposefully chosen to model instructors’ decisions in implementing cooperative learning. Modifiers investigated include: using cooperative learning periodically o...
4 CitationsSource
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