Using a Problem Solving-Cooperative Learning Approach to Improve Students' Skills for Interpreting [Superscript 1]H NMR Spectra of Unknown Compounds in an Organic Spectroscopy Course

Autor/in	Angawi, Rihab F.
Titel	Using a Problem Solving-Cooperative Learning Approach to Improve Students' Skills for Interpreting [Superscript 1]H NMR Spectra of Unknown Compounds in an Organic Spectroscopy Course
Quelle	In: Journal of Chemical Education, 91 (2014) 6, S.823-829 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed4004436
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cooperative Learning; Problem Solving; Student Improvement; Organic Chemistry; Science Instruction; College Science; Interpretive Skills; Data Interpretation; Spectroscopy; Feedback (Response); Instructional Effectiveness; Student Surveys; Student Attitudes; Undergraduate Students; Advanced Courses; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kooperatives Lernen; Problemlösen; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interpretationsmethode; Data evaluation; Datenauswertung; Spektroskopie; Unterrichtserfolg; Schülerbefragung; Schülerverhalten; Fortgeschrittenenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To address third- and fourth-year chemistry students' difficulties with the challenge of interpreting [superscript 1]H NMR spectra, a problem solving-cooperative learning technique was incorporated in a Spectra of Organic Compounds course. Using this approach helped students deepen their understanding of the basics of [superscript 1]H NMR spectroscopy and develop abilities to think skillfully and apply these skills to elucidate structures from spectra more consistently. The multistep method allowed for increased instructor feedback, as each step was evaluated by grading students' work. Assessment of the overall method was performed using two evaluation tools. A comparison of students' cumulative grades for three consecutive years with and without using the approach was made, and the resulting statistical data demonstrate an improvement in student performance for the treatment groups relative to the control group. The second tool was the survey data. Analyzing students' feedback in the last step of the method closely mirrors how students' acceptance of the proposed approach was meaningful, which was also supported by the positive comments of students. All student work is used with permission. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10