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ERIC Number: EJ921526
Record Type: Journal
Publication Date: 2011-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0047-231X
A Performance Enhanced Interactive Learning Workshop Model as a Supplement for Organic Chemistry Instruction
Phillips, Karen E. S.; Grose-Fifer, Jilliam
Journal of College Science Teaching, v40 n3 p90-98 Jan 2011
In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes public presentations by students and other whole-class-discussion components that have not been thoroughly investigated in the organic chemistry classroom. Preliminary results based on the Colorado Learning Attitudes about Science Survey indicate that a PEIL workshop model not only influences student beliefs about chemistry in a positive way, but also enhances their academic performance. Assessment scores suggest that previous exposure to a PEIL model in Organic Chemistry I improved students' performance in a subsequent Organic Chemistry II course. The positive influence of the PEIL workshop model in Organic Chemistry II on long-term learning gains is also demonstrated using student grades in subsequent biochemistry courses for which Organic Chemistry II is a prerequisite. (Contains 4 tables and 3 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A