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| Home > JCE Print > Journal of Chemical Education > Issues >
2001
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Research: Science and Education
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Chemical Education Research
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The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach
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Joshua P. Gutwill-Wise
Exploratorium, 3601 Lyon Street, San Francisco, CA 94123
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May 2001
Vol. 78 No. 5
p. 684
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| Abstract |
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This study evaluates new materials, "modules", for teaching introductory chemistry courses. The modules, under development by faculty from two NSF-funded consortia, employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science. The evaluation studies were conducted at two institutions, a small college and a large university. The experimental design at each school compared students in a course section taught with modules to those in a section that used a textbook and lecture format. At both schools, students in the modular section outperformed the control group on conceptual problems in chemistry and on scientific thinking problems. Modular section students at the large university also outperformed their peers on the first midterm exam in the subsequent organic chemistry course. Regarding attitudes, the modular section students were more positive about chemistry and the course than their peers in the control section at the small college. However, at the large school, the opposite attitudinal pattern was found. An analysis of informal focus group data provides insight into the negative attitudes in the modular section of the large course. Possible remedies for the issues raised are discussed.
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| Supplement |
The concept tests and interviews, with their coding keys, and the preclass and postclass attitudinal surveys are available.
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 Contents |
JCE2001p0684W.doc (MSWord)
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| More Information |
Citation |
Gutwill-Wise, Joshua P. J. Chem. Educ. 2001 78 684.
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Keywords |
Chemical Education Research; Inquiry-Based / Discovery Method; Multimedia; Teaching / Learning Aids; Teaching/Learning Theory/Practice; Textbooks
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History |
Created:
Last Updated: |
March 22, 2001
August 31, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
2001
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May
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