CHED 840 |
| The effectiveness of the course in promoting intellectual growth, transfer of domain specific knowledge, and active learning of transferable skills was evaluated quantitatively and qualitatively. The activities were distributed into training and educating blocks. During the training block, the students worked on structured experiments and acquired the chemistry lexicon. The Educating block consisted of ill structured problems in the form of integrated and independent projects meant to broaden the students' perspective and to add flexibility of approach through the problem-based learning paradigm. Additional innovative instructional aspects included peer-tutoring, field trips, and diversified assessment types. During fall term each student performed three oral presentations, wrote three laboratory reports, and presented three posters. In the spring term the students prepared situational oral presentations for the training block experiments. Data show that the constructivist approach to learning produced transfer of domain specific knowledge, active learning of transferable skills, and intellectual growth. |
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Research in Chemical Education
1:30 PM-4:05 PM, Monday, March 26, 2007 McCormick Place North -- Room N227A, Level 2, Oral
Division of Chemical Education |