ERIC Number: EJ1032419
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 22
Using a Problem Solving-Cooperative Learning Approach to Improve Students' Skills for Interpreting [Superscript 1]H NMR Spectra of Unknown Compounds in an Organic Spectroscopy Course
Angawi, Rihab F.
Journal of Chemical Education, v91 n6 p823-829 Jun 2014
To address third- and fourth-year chemistry students' difficulties with the challenge of interpreting [superscript 1]H NMR spectra, a problem solving-cooperative learning technique was incorporated in a Spectra of Organic Compounds course. Using this approach helped students deepen their understanding of the basics of [superscript 1]H NMR spectroscopy and develop abilities to think skillfully and apply these skills to elucidate structures from spectra more consistently. The multistep method allowed for increased instructor feedback, as each step was evaluated by grading students' work. Assessment of the overall method was performed using two evaluation tools. A comparison of students' cumulative grades for three consecutive years with and without using the approach was made, and the resulting statistical data demonstrate an improvement in student performance for the treatment groups relative to the control group. The second tool was the survey data. Analyzing students' feedback in the last step of the method closely mirrors how students' acceptance of the proposed approach was meaningful, which was also supported by the positive comments of students. All student work is used with permission.
Descriptors: Cooperative Learning, Problem Solving, Student Improvement, Organic Chemistry, Science Instruction, College Science, Interpretive Skills, Data Interpretation, Spectroscopy, Feedback (Response), Instructional Effectiveness, Student Surveys, Student Attitudes, Undergraduate Students, Advanced Courses, Teaching Methods
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Publication Type: Journal Articles; Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A