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| Home > JCE Print > Journal of Chemical Education > Issues >
2005
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April
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Research: Science and Education
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Using an Interactive, Compensatory Model of Learning To Improve Chemistry Teaching
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Gregory Schraw
Department of Educational Pyschology, University of Nevada–Las Vegas, Las Vegas, NV 89154
David W. Brooks
Center for Curriculum and Instruction, University of Nebraska-Lincoln, Lincoln, NE 68588
Kent J. Crippen
Department of Curriculum and Instruction, University of Nevada–Las Vegas, Las Vegas, NV 89154
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April 2005
Vol. 82 No. 4
p. 637
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| Abstract |
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Many college chemistry teachers have little or no formal training in education. When issues related to education are discussed, these teachers are confronted with an array of apparently conflicting information, practices, and ideas. A speculative model, the interactive compensatory model of learning (ICML), is based upon a synthesis of the very diverse education research literature. It conceptually unifies seemingly conflicting elements. The model suggests: (a) many skills make important contributions to learning; (b) no single skill can support totally or interfere with self-regulated learning; (c) effective learning depends on the dynamic interrelationship among existing knowledge, including a variety of learning skills; (d) it is possible for most learners to compensate for weaknesses in one area using strengths in other areas; and (e) it is possible to improve skills through classroom instruction. This paper describes the model and offers practical suggestions. Supplemental materials provide additional details.
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| Supplement |
A more detailed version of this study is available in this issue of JCE Online.
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 Contents |
JCE2005p0637W.doc (Microsoft Word)
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| Download |
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| More Information |
Citation |
Schraw, Gregory; Brooks, David W.; Crippen, Kent J. J. Chem. Educ. 2005 82 637.
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Keywords |
CER Learning Theories; CER Student-Centered Learning; Chemical Education Research; Teaching/Learning Theory/Practice
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History |
Created:
Last Updated: |
March 4, 2005
March 14, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
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