A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked?
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2014
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| _version_ | 1867181687485497344 |
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| author | Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. |
| author_facet | Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. |
| collection | Education Resources Information Center |
| contents | A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked? Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. Organic Chemistry Higher Education College Science College Curriculum Educational Principles Teaching Methods Instructional Innovation Curriculum Enrichment Course Content Curriculum Design Educational Practices Educational Strategies Undergraduate Students Questioning Techniques Organic chemistry is often considered to be a difficult subject to teach and to learn, particularly as students prefer to resort to memorization alone rather than reasoning using models from chemical reactivity. Existing studies have led us to suggest principles for redefining the curriculum, ranging from its overall structure to the tasks given to the students. We suggest reorganizing the content around the organic chemist's questions and even in the first year implementing teaching based on modeling, organic synthesis, and using a database (the "reaction library") in class. Finally, we present a full curriculum reconciling these principles with the current content of an organic chemistry course. |
| format | Recurso educativo Open Access |
| id | eric_EJ1031399 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2014 |
| record_format | eric |
| spellingShingle | A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked? Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. Organic Chemistry Higher Education College Science College Curriculum Educational Principles Teaching Methods Instructional Innovation Curriculum Enrichment Course Content Curriculum Design Educational Practices Educational Strategies Undergraduate Students Questioning Techniques A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked? Lafarge, David L. Morge, Ludovic M. Méheut, Martine M. Organic Chemistry Higher Education College Science College Curriculum Educational Principles Teaching Methods Instructional Innovation Curriculum Enrichment Course Content Curriculum Design Educational Practices Educational Strategies Undergraduate Students Questioning Techniques Organic chemistry is often considered to be a difficult subject to teach and to learn, particularly as students prefer to resort to memorization alone rather than reasoning using models from chemical reactivity. Existing studies have led us to suggest principles for redefining the curriculum, ranging from its overall structure to the tasks given to the students. We suggest reorganizing the content around the organic chemist's questions and even in the first year implementing teaching based on modeling, organic synthesis, and using a database (the "reaction library") in class. Finally, we present a full curriculum reconciling these principles with the current content of an organic chemistry course. |
| title | A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked? |
| topic | Organic Chemistry Higher Education College Science College Curriculum Educational Principles Teaching Methods Instructional Innovation Curriculum Enrichment Course Content Curriculum Design Educational Practices Educational Strategies Undergraduate Students Questioning Techniques |
| url | https://eric.ed.gov/?id=EJ1031399 |