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2003
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Chemical Education Today
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NSF Highlights
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Sparky IntroChem: A Student-Oriented Introductory Chemistry Course
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David J. Butcher and Cynthia A. Atterholt
Department of Chemistry & Physics, Western Carolina University, Cullowhee, NC
28723
Nicholas J. Norgaard
Department of Mathematics and Computer Science, Western Carolina University, Cullowhee,
NC 28723
Paul F. Brandt
Department of Chemistry, North Central College, Naperville, IL 60540
Arthur L. Salido
Department of Chemistry, Mercer University, Macon, GA 31207
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February 2003
Vol. 80 No. 2
p. 137
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| Abstract |
The chemistry
faculty at Western Carolina University converted a traditional, instructor-focused
introductory chemistry course into a student-focused course entitlted Sparky IntroChem.
This transformation was achieved using several previously developed initiatives
in general chemistry to achieve improved student learning in four specific areas:
- Mathematical problem-solving skills, including interpretation of graphical
and tabular data;
- Understanding and using science concepts;
- Scientific reasoning;
- Fostering positive attitudes towards science.
Modules on gold (used to develop mathematical problem-solving skills) and on
paper chemistry (focusing on atomic and molecular structure) exemplify the course's
approach. Project assignments replaced some course examinations so that students
could become more aware of the practical applications of chemistry. A new series
of laboratory experiments was incorporated to include exciting hands-on activities.
Peer-led workshops were shown to be highly beneficial to both the students and
the workshop instructors.
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| More Information |
 Citation |
Butcher, David J.; Brandt, Paul F.; Norgaard, Nicholas J.; Atterholt, Cynthia; Salido, Arthur. J. Chem. Educ. 2003 80 137.
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Keywords |
CER Problem Solving; CER Qualitative Methods; CER Quantitative Methods; CER Student-Centered Learning; Chemical Education Research; Introductory / High School Chemistry
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History |
Created:
Last Updated: |
January 6, 2003
February 28, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
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February
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