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  Home > JCE Print > Journal of Chemical Education > Issues > 1999  > March  >
In the Classroom
Active Learning in Upper-Level Chemistry Courses: A Biochemistry Example
Linda C. Hodges
Department of Chemistry, Agnes Scott College, Decatur, GA 30030
Cover
March 1999
Vol. 76 No. 3
p. 376
Abstract
The revolution in chemical pedagogy is readily apparent in the plethora of articles and presentations on innovations in introductory and organic chemistry, but information on novel approaches in upper-level chemistry classes is much scarcer. This paper describes a senior biochemistry course that consists of a structured, guided format for reading and discussing current literature articles. Three class periods are allowed for the discussion of each article: (i) an overview session, (ii) background session, and (iii) a discussion session. Students are responsible for all phases of the class and are guided by worksheets and student-led class sessions devoted to background concepts. Like other collaborative or cooperative learning strategies, this method relies extensively on students explaining concepts to others, a process requiring higher-level reasoning. This approach has proven successful in enhancing students' involvement in their own learning and in increasing their excitement about learning and about science itself. The mechanics of this particular class are adaptable to many upper-level science offerings and to larger classes as well.
More Information
*  Citation
 Hodges, Linda C. J. Chem. Educ. 1999 76 376.
*  Keywords
 Teaching / Learning Aids; Biochemistry; Problem-Based Learning; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 15, 1999
June 22, 2005
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