Improving the Teaching/Learning Process in General Chemistry:: Report on the 1997 Stony Brook General Chemistry Teaching Workshop

• David M. Hanson ^[1] ; Troy Wolfskill ^[1]
  1. [1] State University of New York

     State University of New York

     City of Albany, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 75, Nº 2 (February), 1998, págs. 143-146
• Idioma: inglés
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• Resumen

  • Motivated by the widespread recognition that traditional teaching methods at postsecondary institutions no longer are meeting students' educational needs, 59 participants came to the first Stony Brook General Chemistry Teaching Workshop, July 20-July 25, 1997, on improving the teaching/learning process in General Chemistry. The instructors from 42 institutions across the country, including community colleges, liberal-arts colleges, and large research universities, had mutual concerns that students are having difficulty understanding and applying concepts, finding relevance, transferring knowledge within and across disciplines, and identifying and developing skills needed for success in college and a career. This situation has come about because challenges posed by students' increasing diversity in academic preparation, cultural background, motivation, and career goals go unmet, with too many courses maintaining the conventional objective of structuring and presenting information.