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  Home > JCE Print > Journal of Chemical Education > Issues > 2001  > July  >
Research: Science and Education
A Model for Substantial Deviations from the Traditional Lecture Format for Graduate and Upper-Level Undergraduate Courses in Science--Lecture and Learning Classes
John Allison
Department of Chemistry, Michigan State University, East Lansing, MI 48824
Cover
July 2001
Vol. 78 No. 7
p. 965
Abstract
This paper describes the process through which a standard-format graduate lecture course was modified to a course with two 75-minute sessions per week: a formal, extended lecture day and a "learning day", the latter being a period dedicated to working through problems and examples. On learning days, students worked in 3-person groups. Experiences were designed to develop skills for approximating values and to learn approaches to problem-solving from others. A process that may feel alien to good teachers, separating facts and equations from natural examples, is discussed. This can create an anticipation in experienced students that stimulates questions and discovery. Described here is one faculty member's attempt to make changes from the traditional lecture format that he believed in, to a format in which he was more involved in students' mastery of the material.
More Information
*  Citation
 Allison, John. J. Chem. Educ. 2001 78 965.
*  Keywords
 Chemical Education Research; CER Problem Solving; CER Student-Centered Learning; Graduate Education / Research; Mass Spectrometry; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 6, 2001
August 31, 2005
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