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  Home > JCE Print > Journal of Chemical Education > Issues > 1998  > February  >
Research: Science and Education
Integrating Multiple Teaching Methods into a General Chemistry Classroom
Joseph S. Francisco, Gayle Nicoll, and Marcella Trautmann
Purdue University, Department of Chemistry, 1393 Herbert C. Brown Laboratory of Chemistry, West Lafayette, IN 47907-1393
Cover
February 1998
Vol. 75 No. 2
p. 210
Abstract
In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.
More Information
*  Citation
 Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella. J. Chem. Educ. 1998 75 210.
*  Keywords
 Introductory/High School Chemistry, Teaching/Learning Theory/Practice, Chemical Education Research, and Teaching/Learning Aids
*  History
 Created:
Last Updated:		 June 28, 1999
June 23, 2005
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