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  Home > JCE Print > Journal of Chemical Education > Issues > 2001  > February  >
In the Classroom
Teaching Is Learning--Maximum Incentive, Minimum Discipline in Student Groups Teaching General Chemistry
Mark Benvenuto
Department of Chemistry and Biochemistry, University of Detroit Mercy, Detroit, MI 48219-0900
Cover
February 2001
Vol. 78 No. 2
p. 194
Abstract
A novel form of teaching and test scoring has been developed, in which student group work and test performance are linked to bonus points on weekly quizzes. A class of 71 students was divided into 12 groups of five or six students. The groups taught sections of a general chemistry class, and their test grades were adjusted upward on the basis of the scores achieved for each quiz or test. The scoring technique involves the possibility of only upward adjustments, to maximize positive reinforcement for good test performance. Work requirements resulting from this technique, for both the students and the faculty member, are discussed.
More Information
*  Citation
 Benvenuto, Mark A. J. Chem. Educ. 2001 78 194.
*  Keywords
 CER Learning Theories; Chemical Education Research; General Chemistry; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 December 22, 2000
August 31, 2005
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