Active Learning Strategies in the Analytical Chemistry Classroom

Ross, Michael; Fulton, Robert B.

doi:10.1021/ed071p141

Cited by 29 publications

(28 citation statements)

References 6 publications

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“…In total, these studies, including a sizeable subset that used cooperative learning methods for four weeks or longer (14), found that cooperative learning leads to a statistically significant improvement in academic achievement. Practitioners of cooperative learning in analytical chemistry classrooms report similar improvements (3,4,6,7,9,10).…”

Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 85%

“…In analytical courses at St. John's University (Minnesota), students rotate through formal classroom groups that are constructed for two quiz cycles. By the end of the course, most students have worked with each other in a group context at least once (6). Heterogeneous groups composed of students of different genders and races and with varying learning abilities are preferable.…”

Section: Instituting Cooperative Learningmentioning

confidence: 99%

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AC Educator: Cooperative student activities as learning devices.

Wenzel¹

2000

Anal. Chem.

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Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 85%

Section: Instituting Cooperative Learningmentioning

confidence: 99%

AC Educator: Cooperative student activities as learning devices.

Wenzel¹

2000

Anal. Chem.

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“…Many possible ways to structure cooperative learning groups and to utilize cooperative learning methods have been described in the literature (13,16,17,18,19,20)). Examples of the use of cooperative or collaborative group learning in general (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31), analytical (32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44), biological (45,46), inorganic (47), organic (48)(49)(50)(51)(52)(53), and physical (54-56) chemistry courses have been described, although this is by no means an exhaustive list of all of the published examples on the use of group learning methods in the laboratory or classroom components of chemistry courses.…”

Section: Collaborative Learning In the Classroommentioning

confidence: 99%

Collaborative and Project-Based Learning in Analytical Chemistry

Wenzel

2007

ACS Symposium Series

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Collaborative and project-based learning are used to enhance the learning outcomes of undergraduate analytical chemistry courses. The learning outcomes that can be realized through the use of these methods are described. The advantages of these methods in promoting student learning of content, techniques, and other skills such as communication, team work, leadership, and problem solving is discussed. The format that is used in the class and laboratory is described, and examples of the projects that students undertake in the lab are presented.The undergraduate analytical chemistry curriculum is often structured into two courses, one generally referred to as quantitative analysis and the other as instrumental analysis. The history of this course structure has been summarized, and both textbooks and changes in the discipline were important in shaping the current situation (1). The textbooks available today for undergraduate analytical chemistry courses generally reinforce the quantitative and instrumental structure. The distinction between quantitative and instrumental methods is a false one as instruments are used to perform quantitative analyses and every quantitative analysis course most likely includes some aspects of instrumentation. A further reality is that the textbooks within these two categories primarily consist of chapters distinguished by the type of analysis method. These books include far more analysis methods than can be reasonably covered in a one-semester course, leaving the instructor with difficult choices to make about what material and methods ought to be covered in the limited amount of available time. 54

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“…given cooperative exams (3,4) or graded on group lab assignments (4-7). An instructor can create a sense of interdependence by assigning students different roles (2,5).…”

Section: A C E D U C a T O Rmentioning

confidence: 99%