Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes-Reference-Cited by-同舟云学术

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Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes

Published:2024-05-16 Issue:6 Volume:101 Page:2215-2230
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Schwarz Cara E.¹^ORCID,DeGlopper Kimberly S.¹^ORCID,Esselman Brian J.¹^ORCID,Stowe Ryan L.¹^ORCID

Affiliation:

1. Department of Chemistry, University of Wisconsin−Madison, 1101 University Avenue, Madison, Wisconsin 53706-1322, United States

Funder

Wisconsin Alumni Research Foundation

University of Wisconsin-Madison

Publisher

American Chemical Society (ACS)

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.3c01127

Reference90 articles.

1. Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow

2. Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

3. Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform

4. The Chemical Bond Approach Course in the Classroom

5. Let’s teach how we think instead of what we know

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry;Education Sciences;2024-08-28

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