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Nicole Naibert; Jack Barbera – Journal of Chemical Education, 2022
Investigating student engagement in active learning activities could provide valuable insight into variations of student learning outcomes when active learning is included in a course. This study sought to explore students' engagement in relation to active learning activities incorporated in a general chemistry lecture course using the Activity…
Descriptors: Learner Engagement, Chemistry, General Education, Active Learning
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Renee Bouley – Journal of Chemical Education, 2022
In-class activities that use a collaborative learning approach were developed for a one-semester biochemistry course as a way to achieve higher student engagement. The redesign of this course from a traditional lecture to a format that incorporated a significant active learning component without reducing the amount of content is described. These…
Descriptors: High Achievement, Biochemistry, Class Activities, Feedback (Response)
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Gerczei, Timea – Journal of Chemical Education, 2016
The work presented here is the summary of a 3 year study that aimed to uncover how students' perception of science changes with the chance to participate in a mini-conference that is incorporated into the biochemistry lecture course. Students were asked to work in groups of 2 or 3 and research a topic that is related to the material covered in…
Descriptors: Biochemistry, Science Instruction, Peer Evaluation, Majors (Students)
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Pilcher, Spence C. – Journal of Chemical Education, 2017
An upper-division undergraduate polymer chemistry course was developed as a blended/hybrid course. The students met face-to-face once a week for 75 min with all other components being available online. Face-to-face meetings were used for class discussions/problem-based lectures, student presentations, hands-on activities, and examinations. Online…
Descriptors: Undergraduate Students, College Science, Blended Learning, Curriculum Design
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Rein, Kathleen S.; Brookes, David T. – Journal of Chemical Education, 2015
We report the student response to a two-year transformation of a one-semester organic chemistry course for nonchemistry majors. The transformed course adopted a peer led team learning approach and incorporated case studies. Student attitudes toward the course transformation were assessed throughout the semester, and adjustments to the methods were…
Descriptors: Science Instruction, Organic Chemistry, Nonmajors, College Science
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Weaver, Gabriela C.; SturtevantHannah G. – Journal of Chemical Education, 2015
Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture…
Descriptors: Chemistry, Curriculum Design, Curriculum Implementation, Course Evaluation
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Hemraj-Benny, Tirandai; Beckford, Ian – Journal of Chemical Education, 2014
It is an established fact that in the United States there is a great need to improve the scientific literacy of undergraduate students, especially those who are nonscience majors. Data presented herein suggest that using simple art concepts can assist nonscience majors in better appreciating scientific facts related to chemistry. However, it is…
Descriptors: Cooperative Learning, Inquiry, Chemistry, Science Instruction
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Lewis, Scott E. – Journal of Chemical Education, 2011
This study describes an evaluation of the Peer-Led Team Learning (PLTL) reform model in first-semester general chemistry. PLTL was implemented in place of one-third of the available lecture time, maintaining the same amount of structured class time under the reform. The evaluation demonstrates that classes implementing the PLTL reform at the…
Descriptors: College Science, Chemistry, Introductory Courses, College Freshmen
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Hein, Sara M. – Journal of Chemical Education, 2012
A student-centered learning technique, process-oriented, guided-inquiry learning (POGIL), has been developed as a pedagogical technique that facilitates collaborative and cooperative learning in the chemistry classroom. With the use of this technique, students enhance their higher-order thinking skills and process skills synergistically. In…
Descriptors: Academic Achievement, Thinking Skills, Grade Point Average, Cooperative Learning
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Hageman, James H. – Journal of Chemical Education, 2010
The pedagogical value of having biochemistry and organic chemistry students build and manipulate physical models of chemical species is well established in the literature. Nevertheless, for the most part, the use of molecular models is generally limited to several laboratory exercises or to demonstrations in the classroom setting. A simple…
Descriptors: Organic Chemistry, Active Learning, Biochemistry, Methods
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Amaral, Katie E.; Vala, Martin – Journal of Chemical Education, 2009
A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…
Descriptors: Mentors, Group Activities, Chemistry, Problem Solving
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Cooper, Melanie M. – Journal of Chemical Education, 1995
Discusses the passive role that students often take in large classes and argues for teaching methods such as cooperative learning that place students in a more active learning environment. Examines the advantages and potential drawbacks of cooperative learning for large classes and provides suggestions on preparing for group work. (DDR)
Descriptors: Chemistry, Class Size, Cooperative Learning, Group Activities
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Dinan, Frank J.; Frydrychowski, Valerie A. – Journal of Chemical Education, 1995
Briefly discusses the failure of the lecture method when used alone in general chemistry. Describes the operational details of a modified team learning procedure and reports the results obtained using this experimental method. (DDR)
Descriptors: Chemistry, Cooperative Learning, Evaluation, Grouping (Instructional Purposes)
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Wright, John C. – Journal of Chemical Education, 1996
Discusses the format of a semester course and provides details about grading, formative assessment, research papers, lecture activities, cooperative examinations, use of spreadsheets, and open-ended laboratory projects. Contains 15 references. (DDR)
Descriptors: Chemistry, Class Size, Classroom Techniques, Cooperative Learning
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Felder, Richard M. – Journal of Chemical Education, 1996
Describes a sequence of five experimental courses in chemical engineering that are designed to meet the needs of students with various learning styles. The courses use a variety of teaching methods and are designed to develop and enhance creative problem-solving. (DDR)
Descriptors: Chemical Engineering, Chemistry, Class Size, Classroom Environment
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