Teaching Organic Chemistry via Student-Directed Learning:: A Technique that Promotes Independence and Responsibility in the Student
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Marlene Katz [1]
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[1] St. Louis College of Pharmacy
St. Louis College of Pharmacy
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 73, Nº 5 (May), 1996, págs. 440-445
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.
