A Model for Substantial Deviations from the Traditional Lecture Format for Graduate and Upper-Level Undergraduate Courses in Science—Lecture and Learning Classes
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John Allison [1]
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[1] Michigan State University
Michigan State University
City of East Lansing, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 78, Nº 7, 2001, pág. 965
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper describes the process through which a standard-format graduate lecture course was modified to a course with two 75-minute sessions per week: a formal, extended lecture day and a "learning day", the latter being a period dedicated to working through problems and examples. On learning days, students worked in 3-person groups. Experiences were designed to develop skills for approximating values and to learn approaches to problem-solving from others. A process that may feel alien to good teachers, separating facts and equations from natural examples, is discussed. This can create an anticipation in experienced students that stimulates questions and discovery. Described here is one faculty member's attempt to make changes from the traditional lecture format that he believed in, to a format in which he was more involved in students' mastery of the material.
