Structuring the Liberal (Arts) Education in Chemistry

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 1 Issue 2 (1996), S1430-4171(96)02018-3

Structuring the Liberal (Arts) Education in Chemistry

Brian P. Coppola* and Douglas S. Daniels

The University of Michigan, Ann Arbor, MI 48109-1055, USA

Published online: 25 May 1996

Abstract. Following the tenets of a re-integrative philosophical framework for curriculum design and educational objectives, we provide strategies that describe our effort to change the educational experience of beginning college students in introductory chemistry. We focus on the explicit connection between instructional goals and practices. For instructors and students, who we view as collaborators in learning, we address how mental models for instruction and information can affect the classroom environment. We also describe a series of classroom, laboratory, and outside-of-class tasks that are intended to promote meaningful engagement by individual students within the context of these recommendations.

Key Words: In the Classroom; learning; teaching methodology; collaborative; cooperative

(*) Corresponding author. (E-mail: bcoppola@umich.edu)

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