An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science

Autor/inn/en	Sumter, Takita Felder; Owens, Patrick M.
Titel	An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science
Quelle	In: Biochemistry and Molecular Biology Education, 39 (2011) 2, S.110-116 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20465
Schlagwörter	Introductory Courses; Scientific Principles; Student Interests; Chemistry; Biology; Science Instruction; Teaching Methods; Science Curriculum; Interdisciplinary Approach; Curriculum Development; Undergraduate Study; College Science; Medicine; Neurology; Psychology; Scientific Concepts; Student Attitudes; South Carolina + Suchen Sie Ihr Suchwort? Einführungskurs; Studieninteresse; Chemie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grundstudium; Medizin; Neurologie; Psychologie; Schülerverhalten
Abstract	The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10