Cart
Article
How Do I Get My Students to Work Together? Getting Cooperative Learning Started
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
The American Chemical Society Committee on Professional Training presented in their Spring 1996 newsletter the results of an industrial roundtable which was convened to address what industry looks for in new hires. Roundtable participants voiced broad agreement that in addition to technical skills, one of the key experiences industry seeks in new hires is team problem solving. Cooperative learning activities improve team problem solving skills and promote the development of interpersonal skills and communication skills through face-to-face interactions.
Cooperative learning is not simply putting students into groups and telling them to work together. Cooperative learning requires preparation on the part of the students and the instructor. This article discusses how to implement cooperative learning through a series of activities which allow the students to get to know each other. Students who build supportive committed relationships with each other become more committed to the course, more committed to each other, and more willing to take on tough tasks because they expect to succeed. In essence, they form a coherent learning community.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (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 21 ACS Journal articles (5 most recent appear below).
A Service-Learning Project Based on a Research Supportive Curriculum Format in the General Chemistry Laboratory
John H. KalivasJournal of Chemical Education2008 85 (10), 1410A Service-Learning Project Based on a Research Supportive Curriculum Format in the General Chemistry Laboratory
John H. KalivasJournal of Chemical Education2008 85 (10), 1410This article describes a two-semester general chemistry laboratory teaching approach to assist students in gaining experience with science-process skills. The ultimate goal is successful completion of a second-semester service-learning project requiring ...
Using Denatured Egg White as a Macroscopic Model for Teaching Protein Structure and Introducing Protein Synthesis for High School Students
Bayardo B. Torres , Paulo R. M. CorreiaJournal of Chemical Education2007 84 (12), 1941Using Denatured Egg White as a Macroscopic Model for Teaching Protein Structure and Introducing Protein Synthesis for High School Students
Bayardo B. Torres , Paulo R. M. CorreiaJournal of Chemical Education2007 84 (12), 1941The success of teaching molecular and atomic phenomena depends on the didactical strategy and the media selection adopted, in consideration of the level of abstraction of the subject to be taught and the students' capability to deal with abstract ...
Bioanalytical Chemistry: Model for a Fully Integrated Problem-Based Learning Approach
Patricia Ann Mabrouk2007 970 (), 69-86Bioanalytical Chemistry: Model for a Fully Integrated Problem-Based Learning Approach
Patricia Ann Mabrouk2007 970 (), 69-86This chapter describes an advanced analytical undergraduate elective at Northeastern University entitled "Bioanalytical Chemistry," which is based on the problem-based learning (PBL) model of instruction. Bioanalytical Chemistry has been offered three ...
Progression of Chemometrics in Research Supportive Curricula: Preparing for the Demands of Society
John H. Kalivas2007 970 (), 140-156Progression of Chemometrics in Research Supportive Curricula: Preparing for the Demands of Society
John H. Kalivas2007 970 (), 140-156This chapter describes teaching approaches used in the three laboratory courses general chemistry, quantitative analysis, and instrumental analysis that assist students to attain expertise with process skills needed for success. The courses use active ...
Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
Thomas J. WenzelJournal of Chemical Education2007 84 (1), 182Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
Thomas J. WenzelJournal of Chemical Education2007 84 (1), 182Many instructors incorporate group learning exercises into classroom and laboratory activities. Formative assessment can be used in these circumstances to identify dysfunctional groups that may need intervention from the instructor and to help individuals ...
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
