• Record: found
  • Abstract: found
  • Article: not found

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

Read this article at

      There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.


      We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers ( n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students ( n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership).

      Related collections

      Most cited references 5

      • Record: found
      • Abstract: found
      • Article: not found

      Measurement reliability and agreement in psychiatry.

       P.E. Shrout (1998)
      Psychiatric research has benefited from attention to measurement theories of reliability, and reliability/agreement statistics for psychopathology ratings and diagnoses are regularly reported in empirical reports. Nevertheless, there are still controversies regarding how reliability should be measured, and the amount of resources that should be spent on studying measurement quality in research programs. These issues are discussed in the context of recent theoretical and technical contributions to the statistical analysis of reliability. Special attention is paid to statistical studies published since Kraemer's 1992 review of reliability methods in this journal.
        • Record: found
        • Abstract: found
        • Article: not found

        Promoting interest and performance in high school science classes.

        We tested whether classroom activities that encourage students to connect course materials to their lives will increase student motivation and learning. We hypothesized that this effect will be stronger for students who have low expectations of success. In a randomized field experiment with high school students, we found that a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations. The results have implications for the development of science curricula and theories of motivation.
          • Record: found
          • Abstract: found
          • Article: not found

          Antecedents and consequences of situational interest.

          There is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.

            Author and article information

            []Department of Pharmacology and Cancer Biology, Duke University Medical Center , Durham, North Carolina 27708 United States
            []Department of Chemistry, North Carolina School of Science and Mathematics , Durham, North Carolina 27705 United States
            [§ ]Department of Statistical Science, Duke University , Durham, North Carolina 27708 United States
            Author notes
            [* ]E. A. Godin. E-mail: elizabeth.godin@ .
            J Chem Educ
            J Chem Educ
            Journal of Chemical Education
            American Chemical Society and Division of Chemical Education, Inc.
            13 January 2015
            13 January 2014
            11 February 2014
            : 91
            : 2
            : 165-172
            24803686 3983151 10.1021/ed4000958
            Copyright © 2014 American Chemical Society and Division of Chemical Education, Inc.
            National Institutes of Health, United States
            Chemical Education Research
            Custom metadata


            Comment on this article