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

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http://hdl.handle.net/10138/307457

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Partanen , L 2018 , ' Student-centred active learning approaches to teaching quantum chemistry and spectroscopy : quantitative results from a two-year action research study ' , Chemistry Education Research and Practice , vol. 19 , no. 3 , pp. 885-904 . https://doi.org/10.1039/c8rp00074c

Title: Student-centred active learning approaches to teaching quantum chemistry and spectroscopy : quantitative results from a two-year action research study
Author: Partanen, Lauri
Contributor: University of Helsinki, Department of Chemistry
Date: 2018-07-01
Language: eng
Number of pages: 20
Belongs to series: Chemistry Education Research and Practice
ISSN: 1756-1108
URI: http://hdl.handle.net/10138/307457
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.
Subject: HIGHER-EDUCATION
MULTIPLE REPRESENTATIONS
CONCEPTUAL CHANGE
PEER INSTRUCTION
SELF-ASSESSMENT
MECHANICS
LECTURE
PERFORMANCE
SCIENCE
IMPACT
516 Educational sciences
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