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The Design and Synthesis of a Large Interactive Classroom
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Abstract
The use of group learning techniques in large classes has been used to effectively convey the central concepts of SN1 and SN2 reactions in an introductory organic chemistry class. The activities described are best used as an introduction to these mechanisms.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Mechanisms of ReactionsCiting Articles
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This article has been cited by 5 ACS Journal articles (5 most recent appear below).
Development of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPDevelopment of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPA unique method was devised integrating online postclass questions, clickers, a tablet, and active learning strategies in each class. This successful method connected in- and out-of-class learning, provided prompt, regular, and relevant feedback to ...
Two-Cycle Organic Chemistry and the Student-Designed Research Lab
Dennis J. GravertJournal of Chemical Education2006 83 (6), 898Two-Cycle Organic Chemistry and the Student-Designed Research Lab
Dennis J. GravertJournal of Chemical Education2006 83 (6), 898Teaching the two-semester, lecture and laboratory course in organic chemistry using the "two-cycle" strategy led to several advantages over a traditionally organized course. During the first semester, students skimmed through the textbook to learn a ...
The Big Picture: A Classroom Activity for Organic Chemistry
Thomas PoonJournal of Chemical Education2004 81 (4), 513The Big Picture: A Classroom Activity for Organic Chemistry
Thomas PoonJournal of Chemical Education2004 81 (4), 513A group activity suitable for the first or last day of organic chemistry class is presented. In this activity, the class is divided into groups of 10-15 students and tasked with discovering the common link between a series of illustrations containing ...
Incorporation of a Cooperative Learning Technique in Organic Chemistry
Suzanne Carpenter , Tim McMillanJournal of Chemical Education2003 80 (3), 330Incorporation of a Cooperative Learning Technique in Organic Chemistry
Suzanne Carpenter , Tim McMillanJournal of Chemical Education2003 80 (3), 330The integration of a cooperative learning technique (Student Team Achievement Divisions or STAD) into a sophomore-level organic chemistry course is described. Students were assigned to Learning Teams according to their performance in the two terms of ...
From the Textbook to the Lecture: Improving Prelecture Preparation in Organic Chemistry
David M. Collard , Steven P. Girardot and Howard M. DeutschJournal of Chemical Education2002 79 (4), 520From the Textbook to the Lecture: Improving Prelecture Preparation in Organic Chemistry
David M. Collard , Steven P. Girardot and Howard M. DeutschJournal of Chemical Education2002 79 (4), 520The yearlong sequence of introductory organic chemistry lectures was modified to encourage use of the textbook and to engage students to learn material before the lecture. Online prelecture assignments, which we have named HWebs, were used to provide ...
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- Received: August 03, 2009
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