ERIC Number: EJ1050746
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 23
Targeting the Development of Content Knowledge and Scientific Reasoning: Reforming College-Level Chemistry for Nonscience Majors
Carmel, Justin H.; Jessa, Yasmin; Yezierski, Ellen J.
Journal of Chemical Education, v92 n1 p46-51 Jan 2015
A liberal education curriculum requires discipline-specific courses that develop intellectual and practical skills. With this promise of development, it is crucial that instruction focuses on content knowledge as well as the thinking patterns associated with the content. In chemistry, scientific reasoning is one such skill that students should improve; however, this is a tall order for a traditional lecture course. Through the use of student-centered, content-driven, and reasoning skill-focused interventions, this development may be more likely to occur. This article describes the development, implementation, and evaluation of instructional materials for a chemistry class for non-science majors and makes the materials available to the chemistry education community for broader dissemination.
Descriptors: Nonmajors, Science Education, College Science, Chemistry, Student Centered Curriculum, Course Content, Thinking Skills, Intervention, Instructional Material Evaluation, Material Development, Curriculum Implementation, Curriculum Design, Classroom Observation Techniques, Semi Structured Interviews, Student Surveys, Student Attitudes, Participant Satisfaction, Science Process Skills, Teaching Methods
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Ohio