The Use of Team-Based Learning as a Diagnostic Tool in the Chemistry Teaching-Learning

Abstract

Team-Based Learning (TBL) is a teaching strategy developed in phases — the pre-class, the guarantee of preparation, and the application of concepts — which proposes to break with traditionalism in the classroom. In this essay, TBL was used as a diagnostic tool for the learning of students. One hundred and twenty-seven students from the Dentistry course of a University Center in Ceará enrolled in the Chemistry module participated in this study. They were divided into three classes (two regular and a special one, composed of the repeaters students) and participated in two stages: preparation and guarantee of preparation. To systematize the activities, initially, the students were instructed to study at home, with the didactic material previously provided (pre-class). The second stage, consisting of individual, collective tests and feedback from the professor, had the data categorized and analyzed, in association with the narrative of the students. There was an improvement in the comprehension of the students after the collective work, the difficulties were higher in the content of intermolecular forces, and the special class expressed the need for directed pedagogical support. It was concluded that the use of TBL as a diagnostic mechanism is feasible, once it provides a complete visualization of the educational process and assists in directing the teaching work. Besides, this essay contributes to the professor training, once it increases the possibilities of using TBL at the university level and corroborates for the educators to recognize it as an adjunct of the pedagogical work, entirely. Finally, the innovative character of this study is reiterated, since similar publications were not, yet, identified in the literature of the area.

Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

“…41 Departing from the traditional format, Firmino et al used the RAP as a diagnostic tool to reveal misconceptions in core chemistry material in the chemistry module as part of a dentistry course. 42 While traditionally, TBL is used in a flipped classroom model with content delivery taking place outside the classroom, there are examples in chemistry, where TBL has been used successfully in conjunction with lectures (i.e., with the lectures acting as the pre-class preparation), replacing traditional problem classes, in an entry level physical and analytical chemistry course 43 and a UK FHEQ 3 (equivalent to collegelevel) general chemistry course. 44 The disadvantage to this approach is that it limits in-class active learning as both lectures and TBL workshops need to be accommodated with the confines of the timetable.…”

“…54 TBL has been used across a range of chemistry teaching, including physical and analytical, 39,43 organic, 40,51 medicinal chemistry, 40,47 and practical chemistry, 54 although it appears to be m o s t c o m m o n l y u s e d i n g e n e r a l c h e m i s t r y courses. 41,42,44,49,52,54,55 As far as the author is aware, there are limited examples of indepth qualitative analysis of student opinions of the use of TBL in chemistry. In addition, it appears that most examples of the use of TBL in chemistry are in introductory and entry-level chemistry courses, and none of the cited examples specifically refer to an inorganic chemistry course.…”

“…Students consistently report to find TBL an enjoyable learning experience. ,, Evidence also suggests TBL leads to enhanced student attainment. ,, It is reported that TBL is an effective learning strategy for potentially less motivated students across all degree levels (i.e., general chemistry students as compared to those studying medicine) and less students may be “left behind” using this method . TBL has been used across a range of chemistry teaching, including physical and analytical, , organic, , medicinal chemistry, , and practical chemistry, although it appears to be most commonly used in general chemistry courses. ,,,,,, …”

“…Metoyer et al expanded upon the tRAT by assigning each team a specific multiple choice question, and asking them provide a rationale for the correct answer in a college-level chemistry course . Departing from the traditional format, Firmino et al used the RAP as a diagnostic tool to reveal misconceptions in core chemistry material in the chemistry module as part of a dentistry course …”