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New Approaches to Chemistry Teaching. 2005 George C. Pimentel Award
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Abstract
Traditional pedagogy has held sway for 2000 years. The studies of educational psychologists, cognitive scientists, and classroom experimentation have shown that the pedagogy of long standing is not the most effective for producing learning. Traditional topics have often been modified at the expense of correctness in order to incorporate them in the introductory course.There is overwhelming evidence that students learn best by interactive, collaborative methods of instruction. Resistance to these new findings is based on custom and tradition, the difficulty for instructors to adapt to a new pedagogy, and the inability to acknowledge research on how students learn.
Keywords (Audience):
General PublicKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Award AddressKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 4 ACS Journal articles (4 most recent appear below).
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Julio Andrade-Gamboa, Daniel O. Mártire, Edgardo R. DonatiJournal of Chemical Education2010 87 (9), 932-936One-component phase diagrams are good approximations to predict pressure−temperature (P−T) behavior of a substance in the presence of air, provided air pressure is not much higher than the vapor pressure. However, at any air pressure, and from the ...
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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 ...
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- Received: August 03, 2009
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