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Supplemental Instruction for Introductory Chemistry Courses: A Preliminary Investigation
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Abstract
Traditionally, introductory chemistry courses are taught in a large lecture format in conjunction with smaller recitations and laboratories in which key lecture topics are enforced through algorithmic exam, quiz, homework, and laboratory exercises. It is believed that this school of thought, although properly instructing students on how to solve problems algorithmically, does not empower students with conceptual chemistry knowledge. The lack of conceptual understanding of chemistry principles mentioned above, has been vastly researched, yielding positive results when direct team learning methods are incorporated. For this study, the lecture, recitation, and laboratory format was essentially maintained, with one additional review opportunity offered to students : Supplemental Instruction (SI). SI is an interactive program that achieves student mastery of course content as students develop and integrate effective learning and study skill strategies. SI was implemented into General Chemistry I and Organic Chemistry I courses at the University of Pittsburgh and evaluated according to overall effectiveness. The SI sessions were well attended and received by participating students and faculty. The successful implementation of SI into the above chemistry courses can be attributed to its aid in several difficult areas : mathematics, problem solving, conceptualization, theoretical, and familiarization with the chemical language. The logistics of SI implementation into introductory chemistry courses are presented.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Chemical Education ResearchKeywords (Subject):
Learning TheoriesCiting Articles
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- Received: August 03, 2009
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