Cart
Article
Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Learning TheoriesCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 14 ACS Journal articles (5 most recent appear below).
A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems
Andrei R. Straumanis , Suzanne M. RuderJournal of Chemical Education2009 86 (12), 1392A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems
Andrei R. Straumanis , Suzanne M. RuderJournal of Chemical Education2009 86 (12), 1392A critical stage in the process of developing a conceptual understanding of organic chemistry is learning to use curved arrow notation. From this stems the ability to predict reaction products and mechanisms beyond the realm of memorization. Since ...
Novel Organic Courses
Arietta W. ClaussJournal of Chemical Education2008 85 (11), 1523Novel Organic Courses
Arietta W. ClaussJournal of Chemical Education2008 85 (11), 1523JCE offers a wealth of materials for teaching and learning chemistry. This memo identifies some additional resources for teaching organic chemistry available through JCE.
Teaching Organic Synthesis: A Comparative Case Study Approach
David A. VosburgJournal of Chemical Education2008 85 (11), 1519Teaching Organic Synthesis: A Comparative Case Study Approach
David A. VosburgJournal of Chemical Education2008 85 (11), 1519In this course, students encounter reactions and mechanisms in the context of landmark syntheses of biologically important molecules. Students closely examine pairs of syntheses of related or identical molecules to facilitate their appreciation for ...
Predicted versus Actual Performance in Undergraduate Organic Chemistry and Implications for Student Advising
David P. PursellJournal of Chemical Education2007 84 (9), 1448Predicted versus Actual Performance in Undergraduate Organic Chemistry and Implications for Student Advising
David P. PursellJournal of Chemical Education2007 84 (9), 1448Performance as measured by grades in the first and second semesters of organic chemistry was predicted using pre-college measures (SAT scores, high school rank, validation exams) and college measures (general chemistry GPA, overall college GPA prior to ...
A "Classic Papers" Approach to Teaching Undergraduate Organometallic Chemistry
Andrew P. Duncan , Adam R. JohnsonJournal of Chemical Education2007 84 (3), 443A "Classic Papers" Approach to Teaching Undergraduate Organometallic Chemistry
Andrew P. Duncan , Adam R. JohnsonJournal of Chemical Education2007 84 (3), 443We have structured an upper-level undergraduate course in organometallic chemistry on a selection of "classic" publications in the field. This approach offers students a richly contextual introduction to many of the fundamental tenets of the discipline. ...
Tools
-
Add to Favorites
-
Download Citation
-
Email a Colleague -
Permalink
Order Reprints
Rights & Permissions
Citation Alerts
History
- Received: August 03, 2009
ACS
Network
Facebook
Tweet This
CiteULike
Newsvine
Digg This
Delicious
