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Exploring how students learn organic chemistry. (The scholarship of teaching and learning).
Abstract
The overwhelming volume of information in contemporary chemistry classes makes the role of instructor as purveyor of content an unrealistic task. We have therefore become more concerned with helping students understand information and process new concepts. We studied the effect of collaborative and problem-based learning (PBL) on students' approach to their learning and on the quality of their learning outcome. Our results reinforce and extend prior data, namely, that collaborative learning helps students take a deep approach to their learning, and PBL helps students see connections to science in society. We found that carefully designed PBL problems can ...
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