Bringing Out the “Main Characters” in General Chemistry: Can Creating a Sense of Narrative in the Classroom and for the Textbook Aid Long-Term Memory?

Abstract

A new approach for teaching general chemistry is presented and discussed. Importantly, a storyline approach is provided in which the same chemical item or concept is reintroduced and embellished from chapter to chapter. The intention is to bring more connectivity between the various seemingly unrelated chapters. This might lead to a more interesting “narrative” presentation whose contents could be remembered for longer. “H2O”, “energy quantization”, and “electrons” are considered as three such “main characters”. Parallels with character development in fiction can be made. They are considered throughout all chapters in three standard contemporary general chemistry texts. First, contents regarding the selected “characters” were abstracted for each chapter. Second, the characters were viewed as to how they are connected to generalizations, theories, or laws. This approach, in which each “character” is iteratively discussed in each chapter from different angles depending on the chapter emphasis, while still theoretical, is designed with the intention of helping aid long-term memory of the material.

Adapting educational experiences for the chemists of tomorrow

“…In addition, because professors have to get the point across, every such instructor, student and teaching assistant alike is faced with issues relevant to chemistry education whether they know it or not. Faculty members have been active in publishing articles covering topics from aspects of laboratory environment 3 , chemical safety and general chemistry 4 , as well as inter-language resources to help bring about new modes of learning 5 , 6 .…”

Utilizing active learning strategies to enhance learning in first year university chemistry courses

“…As a result, many college students tend to withdraw from or perform poorly in required first year general chemistry courses. To address this problem numerous educators have expressed the need for a reform of undergraduate General Chemistry courses (Cooper, 2010;Hockings et al, 2008;Paulson, 1999) and several suggestions have been offered for how to enhance general chemistry courses, such as an Activity Model of Inquiry (Marchlewicz & Wink, 2011), the adoption of a Sense of Narrative (Chang & Churchill, 2011), and combining science with ethics and politics (McGowan, 2011). To encourage active learning, students are often given group work activities.…”