Cooperative Learning in Organic II. Increased Retention on a Commuter Campus

• James P. Hagen ^[1]
  1. [1] Department of Chemistry, University of Nebraska
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 11 (November), 2000, págs. 1441-1441
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Modest use of cooperative learning techniques combined with extensive class notes produced a significant increase in retention for the second semester of organic chemistry on a commuter campus. The cooperative learning techniques included group testing, think-write-compare problems, and muddiest point essays. The first group take-home quiz must be carefully constructed and persuasively introduced to the class. An example is given. The increase in retention did not decrease class performance on standardized ACS exams, which was above the norms. Anecdotal student response to these techniques was largely positive. Student evaluation of instructor teaching improved modestly.