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Teaching Introductory Organic Chemistry: A Problem-Solving and Collaborative-Learning Approach
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Abstract
A laboratory-centered approach to teaching introductory organic chemistry has been developed to accommodate large (250+ students) course sections. Through collaborative problem-solving, students are required to begin to develop the critical, creative, and complex thinking skills of chemical practitioners. These skills are emphasized in both classroom and lab components of courses. Course evaluations by students and teaching assistants attest to the success of this pedagogical approach. The teaching style required of teaching assistants is discussed and some of the pedagogical tools that have been developed are discussed.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
TA Training / OrientationCiting Articles
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This article has been cited by 15 ACS Journal articles (5 most recent appear below).
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- Received: August 03, 2009
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