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  Home > JCE Print > Journal of Chemical Education > Issues > 2002  > April  >
Research: Science and Education
Chemical Education Research
Teaching the Sophomore Organic Course without a Lecture. Are You Crazy?
Alexander Z. Bradley, Scott M. Ulrich, and Maitland Jones Jr.
Department of Chemistry, Princeton University, Princeton, NJ 08544

Stephanie M. Jones
Department of Psychology, Yale University, New Haven, CT 06520
Cover
April 2002
Vol. 79 No. 4
p. 514
Abstract
An experimental approach to the sophomore organic course in which the lecture is almost completely replaced by small-group problem-solving sessions is described. The course was monitored by a control group in the traditional lecture course taught by one of us. The control group took exactly the same exams under exactly the same conditions as the 60-person experimental section. There was no significant difference in test scores--the experimental section did at least as well as the control. The students' evaluation of the experimental course was unusually positive. The small-group method appears to be a viable alternative to the traditional lecture-based course.
More Information
*  Citation
 Bradley, Alexander Z.; Ulrich, Scott M.; Jones, Maitland, Jr.; Jones, Stephanie M. J. Chem. Educ. 2002 79 514.
*  Keywords
 CER Student-Centered Learning; Chemical Education Research; Collaborative / Cooperative Learning; Organic Chemistry
*  History
 Created:
Last Updated:		 March 1, 2002
March 16, 2005
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