Computational Chemistry in the First Organic Chemistry Course:: Applications in an Active Learning Situation

• Dana L. Delaware ^[1] ; K. R. Fountain ^[1]
  1. [1] Northeast Missouri State University
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 73, Nº 2 (February), 1996, págs. 116-119
• Idioma: inglés
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• Resumen

  • This paper offers a possible solution to the Feynman effect by combining the formative, summative, and supplemental features in first year organic chemistry. The maximum effect of this method occurs with the inclusion of meta tasks to aid interpreting the meaning of what organic chemistry should lead one to do when problem-solving. The effect of including computer exercises within a carefully planned learning system, with components that induce active cooperative learning over a sufficient number of features, increases performance in most of the standard student activities.