Piaget and Organic Chemistry:: Teaching Introductory Organic Chemistry through Learning Cycles
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R. Daniel Libby [1]
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[1] Moravian College
Moravian College
City of Bethlehem, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 72, Nº 7 (July), 1995, págs. 626-631
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper describes the first application of the Piaget-based learning cycle technique (Atkin and Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course.
The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations.
The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.
