Student-centred active learning approaches to teaching quantum chemistry and spectroscopy: quantitative results from a two-year action research study

Abstract

In this article, I propose a student-centred approach to teaching quantum chemistry and spectroscopy at the bachelor-level that extends active learning principles outside course lectures. The aim is to elucidate what type of methodology is most appropriate and efficient for this context and student population, and how this incorporation of active learning elements impacts learning. Three quantitative learning indicators are used to measure the effectiveness of the proposed approach, including exercise points obtained by the students, exam results, and the results of a conceptual inventory administered both at the beginning and the end of the course. The proposed model resulted in substantial improvement in learning outcomes compared to a previous class where active learning elements were confined mostly to the course lectures and a traditionally taught class. The model can be generalised to any subject where both quantitative and qualitative understanding is required. Thus, in addition to providing further support for the effectiveness of active learning approaches in science, this study shows the benefits of applying these approaches to exercises and other course tasks besides lectures.

How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

“…Other significant correlations indicated that the tasks also seemed meaningful and relevant to their learning. This could help explain a previous finding that despite the substantial learning gains observed between 2016 and 2017, a significant minority of students showed virtually no improvement in their conceptual test score between pre-and post-course tests (Partanen, 2018). The current results suggest that there might be a portion of students who remain on the fringes of the course, disengaged and not actively participating in the various group activities.…”

“…The quantitative analysis presented in my previous publication (Partanen, 2018) and the complementary analysis of student experiences presented here demonstrate that the incorporation of active learning principles outside course lectures improves both student learning and motivation. These findings reveal the benefits of adopting a multifaceted and integrated approach to both exercises and lecturing in challenging subjects like quantum chemistry and thermodynamics, where quantitative and qualitative understanding are equally important.…”

“…Second, according to the interviews, the different components supported learning in distinct ways. Consequently, the previously observed learning gains (Partanen, 2018) might arise more from the positive interplay between the new course components with the old ones rather than the new components in isolation. This is illustrated in the following quote from student B1 when she was asked to describe what factors were central to the attainment of her own learning goals.…”

“…1. For a more thorough discussion of the different course tasks and the underlying pedagogical reasoning see (Partanen, 2018). The course consisted of weekly problem bundles and 35 hours of lectures with each lecture lasting either 90 or 135 minutes.…”

“…To overcome challenges in learning and motivation, I have studied the impact of incorporating active learning and student-centred instructional strategies in a two-year action research (Eilks and Ralle, 2002;Tripp, 2005;Gibbs et al, 2017) initiative utilising a mixed method approach (Johnson et al, 2007). In the first study from this initiative, substantial learning gains were observed following the extension of active learning principles from the lectures to the remaining course tasks (Partanen, 2018). In this second study, the goal is to understand these findings by delving into students' experiences of motivation and learningparticularly in relation to the different course components adopted in the final course structure.…”