Development and Effectiveness of an Integrated Student-Centered Teaching and Learning Method in a University General Chemistry II Course

• Hyoung Shin Park ^[1] ; Hyeon Mo Cho ^[2]
  1. [1] Gangneung–Wonju National University

     Gangneung–Wonju National University

     Corea del Sur

     
  2. [2] Yonsei University

     Yonsei University

     Corea del Sur

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 1, 2026
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study developed and applied an Integrated Student-Centered Teaching and Learning Method (ISCTL) to university-level General Chemistry courses to assess their effectiveness. The goal is to develop an interactive teaching and learning method that enables learners to understand chemical concepts and phenomena with a proactive attitude and recognize the significance of quantitative thinking. Theoretical considerations were used to develop an ISCTL incorporating partial flipped learning, ConcepTests, quantitative problem-solving, and peer discussions. The method’s sequence includes prereading, understanding quizzes, instructor lectures, ConcepTests, quantitative problem-solving, peer discussions, and written feedback. The ISCTL was applied to the General Chemistry II course for first-year engineering students at Y University in South Korea during the second semester of 2023. To analyze the ISCTL’s effectiveness, presemester and postsemester results on students’ learning strategies and chemistry self-efficacy were collected, along with qualitative data on course satisfaction at the end of the semester. The analysis revealed that the ISCTL positively influenced students’ learning strategies, while also strengthening their confidence in their chemical abilities. Therefore, the ISCTL can be considered a meaningful teaching and learning method that can be effectively applied to college-level General Chemistry courses.