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ERIC Number: ED412097
Record Type: Non-Journal
Publication Date: 1996-Jul
Pages: 181
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Chem 110, Spring 1995, UW-Madison. End of Semester Interviews and Preliminary Findings of the Faculty Assessor Project. Formative Feedback Report #3.
Wisconsin Univ., Madison. LEAD Center.
This document reports on a study of two approaches to an analytical chemistry course: (1) a structured active learning approach; and (2) a step-by-step lecture style problem solving approach. The purpose of the study was to assess and compare the outcomes of these approaches. The data consisted of open-ended interviews with students, open-ended student survey questions, Likert scale student survey items, and faculty interviews. The study concludes that a number of positive effects of structured active learning are documented, and although it is possible to assert that a comparison group does not report the kinds of learning outcomes that the structured active learning group reports, further study is needed to be sure that the findings are reliable. (DDR)
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; Advanced Research Projects Agency (DOD), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. LEAD Center.