Session Type

Presentation

Start Date

6-7-2011 1:15 PM

Keywords

Case studies, senior chemistry courses, independent inquiry

Primary Threads

Teaching and Learning Science

Abstract

The use of case studies in general education is a well-established pedagogical technique. At The King's University College, this method has been successfully introduced into the introductory chemistry curriculum for class sizes of 50 to 70 students. The first students to experience the new curriculum are now third and fourth year chemistry students. The opportunity now exists to use the development of new chemistry case studies to enhance learning and encourage reflection on learning in senior level courses. We will describe our first experiences with this approach, in a senior level inorganic chemistry class with 8 students. This presentation will outline the benefits of this project with focus given to the student’s perspective. Specific learning outcomes will be highlighted including encouraging students to think about how and what to teach, the promotion of individualized and independent inquiry, and a development of the ability to integrate chemistry content into rich contexts. The outcomes and effectiveness of this technique will be presented jointly by the professor and one of the senior students.


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Jul 6th, 1:15 PM

Case Study Development as a Teaching Technique for Senior Chemistry Students

The use of case studies in general education is a well-established pedagogical technique. At The King's University College, this method has been successfully introduced into the introductory chemistry curriculum for class sizes of 50 to 70 students. The first students to experience the new curriculum are now third and fourth year chemistry students. The opportunity now exists to use the development of new chemistry case studies to enhance learning and encourage reflection on learning in senior level courses. We will describe our first experiences with this approach, in a senior level inorganic chemistry class with 8 students. This presentation will outline the benefits of this project with focus given to the student’s perspective. Specific learning outcomes will be highlighted including encouraging students to think about how and what to teach, the promotion of individualized and independent inquiry, and a development of the ability to integrate chemistry content into rich contexts. The outcomes and effectiveness of this technique will be presented jointly by the professor and one of the senior students.