Event Title
An Examination Of A Team-Based Electrochemistry Module In A Large Chemistry Class
Abstract
In recent years, many universities have experienced a pedagogical shift towards online learning which was largely influenced by the COVID pandemic. Strategically designed online learning is appealing as it enables collaboration and encourages active learning1. Thus, a well- developed, peer-led online module could be resourceful for the teaching and learning of electrochemistry, a field of chemistry notoriously known to be conceptually difficult to understand2. With a coherent understanding of electrochemistry, students may apply their knowledge to various fields, including energy production, medicine, and corrosion studies in the automotive field. This work is part of a larger chemical education research study which explores topics including STEM identity, community, active learning ideas, and problem solving-strategies. Here, we take an empirical approach to examine the student learning experience with respect to an electrochemistry team-based problem solving module which was implemented in a large undergraduate class.
Presentation Type
Poster Presentation
An Examination Of A Team-Based Electrochemistry Module In A Large Chemistry Class
In recent years, many universities have experienced a pedagogical shift towards online learning which was largely influenced by the COVID pandemic. Strategically designed online learning is appealing as it enables collaboration and encourages active learning1. Thus, a well- developed, peer-led online module could be resourceful for the teaching and learning of electrochemistry, a field of chemistry notoriously known to be conceptually difficult to understand2. With a coherent understanding of electrochemistry, students may apply their knowledge to various fields, including energy production, medicine, and corrosion studies in the automotive field. This work is part of a larger chemical education research study which explores topics including STEM identity, community, active learning ideas, and problem solving-strategies. Here, we take an empirical approach to examine the student learning experience with respect to an electrochemistry team-based problem solving module which was implemented in a large undergraduate class.