Use of the Mid-Lecture Break in Chemistry Teaching: A Survey and Some Suggestions

Autor/in	Smith, David K.
Titel	Use of the Mid-Lecture Break in Chemistry Teaching: A Survey and Some Suggestions
Quelle	In: Journal of Chemical Education, 83 (2006) 11, S.1621-1624 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Feedback (Response); Student Attitudes; Audiences; Chemistry; Lecture Method; Undergraduate Students; Undergraduate Study; Student Surveys; Comparative Analysis; Problem Solving; Learner Engagement; Teaching Methods; Interaction; Teacher Student Relationship; Student Interests + Suchen Sie Ihr Suchwort? Schülerverhalten; Spectator; Zuschauer; Chemie; Grundstudium; Schülerbefragung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Studieninteresse
Abstract	This article uses student feedback to explore student attitudes towards the use of lecture breaks. The survey illustrates that undergraduates genuinely value such breaks, finding them educationally useful and enhancing their enjoyment of the lecture experience. By comparing and contrasting the perceived value of different types of lecture breaks, a clear overview of the strengths and weaknesses of different approaches is given. The lecture demonstration is the "gold standard" among lecture breaks in chemical science. However, it is shown that contextualized fascinating-fact lecture breaks can come close to rivalling practical demonstrations for engaging students' interest in a topic. Problem-solving exercises can, in the right setting, have significant education value. This is particularly true if there is a significant degree of interactive engagement. Even the use of a simple lecture pause should not be underrated as a mechanism for allowing students to take a break from difficult material. Using examples from the author's own teaching practice, a number of strategies are suggested for improving lecture breaks. In particular, the development of demonstrations for advanced undergraduate audiences, interactive problem solving, red-green voting systems, and fascinating-fact segments are all highlighted. (Contains 1 table.) (As Provided).
Anmerkungen	Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10