The Design and Regular Use of Integrated Problems within a General Chemistry II Course
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Drew Budner [1]
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[1] Coastal Carolina University
Coastal Carolina University
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 8, 2020, págs. 2140-2146
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In an effort to increase student comprehension and retention of basic chemistry concepts within a college level general chemistry course, a series of activities were created. These activities are referred to here as integrated problems. They were developed to help students by continuously reviewing key concepts and incorporating new material into previous knowledge. In an integrated problems activity, students are asked a series of questions related to a chemical reaction. As the students work to solve a series of problems, the newer concepts are reinforced and previous concepts/ideas are reviewed. For this project, the integrated problems were given in the second semester general chemistry course but included concepts from both semesters. Three different approaches for the inclusion of these integrated problems were used within a flipped classroom based on the availability of class time. The student’s perception of these activities was affected by the method these activities were given. A comparison of student perception and performance was made between class sections that were given class time to do these activities, those who were not, and a section where the integrated problems were used as an assessment activity. Plus, students who are regularly exposed to these integrated problems may help to improve the student’s performance in the current course.
