Case Studies as a Basis for Discussion Method Teaching in Introductory Chemistry Courses

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 1 Issue 5 (1996), S1430-4171(96)05056-X

Case Studies as a Basis for Discussion Method Teaching in Introductory Chemistry Courses

Paul R. Challen* and Linda C. Brazdil

Department of Chemistry, John Carroll University, Cleveland, OH 44118

Published online: 12 December 1996

Abstract. Three case studies that have been used as a framework for discussion classes in Introductory Chemistry are presented. When used as a supplement to lectures, they serve to deepen student knowledge of a wide range of material from the traditional curriculum including empirical and molecular formulae, Lewis Structures, molecular shapes, reaction enthalpies, gas laws, solubility products, and colligative properties. The case studies also help to foster student appreciation of the interdependence of these topics and allow students to apply their knowledge to realistic situations. Classroom techniques incorporating the cases are described. Some student reaction to the approach also is included.

Key Words: In the Classroom; introductory chemistry; case studies; teaching

(*) Corresponding author. (E-mail: pchallen@jcvaxa.jcu.edu)

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