Effects of an Active Learning Environment: Teaching Innovations at a Research I Institution

Abstract

This paper describes a new approach for teaching general chemistry that combines lecture and laboratory into one seamless session and incorporates instructional methods supported by research-based findings. The results of a study that compared two instructional formats, conventional passive lecture and the student-centered, highly collaborative format known as cAcL2 (concept Advancement through chemistry Lab–Lecture), are also presented. Factors carefully controlled in this study include content material, time of day, time on task, and test format, scheduling, and grading. The results of the analysis of variance and the evaluation of the means conclude that the cAcL2 instructional method had a positive effect on student performance in an introductory chemistry class.

Chemistry education research trends: 2004–2013

“…inquiry-based (e.g Yang & Li, 2009;Sampson & Walker, 2012),. Oliver-Hoyo, Allen, Hunt,Hutson, & Pitts, 2004; Bruck, Bruck, & Phelps, 2010), problem-based learning (e.g Senocak, Taskesenligil, Sozbilir, 2007;Tosun & Taskesenligil, 2013). Oliver-Hoyo, Allen, Hunt,Hutson, & Pitts, 2004; Bruck, Bruck, & Phelps, 2010), problem-based learning (e.g Senocak, Taskesenligil, Sozbilir, 2007;Tosun & Taskesenligil, 2013).…”

Protein-Sequencing Jigsaw

“…However, the idea of active learning (1)(2)(3)(4)(5)(6)(7)(8)(9), problem-based learning (10)(11)(12), or guided-inquiry learning (13)(14)(15)(16) has been the subject of numerous articles and presentations and has permeated most college campuses. The salient point of all these articles is that students learn complex science curricula best when working together in small interactive groups.…”

Lessons Learned From the Implementation and Assessment of Student-Centered Methodologies

“…One study concentrated on the use of higher-order cognitive skills [10] while two studies looked into the intricacies of students' attitudes towards learning in this new format *24-25]. We were able to show that students in the cAcL 2 format outperformed students in a traditional lecture setting in three out of four examinations with only the third examination showing no significant differences between the two groups.…”

“…The cAcL 2 approach implements these methodologies in large enrollment groups of ninety-nine students. This approach emulates the principles and philosophy of the SCALE-UP format ("Student-Centered Active Learning Environment for Undergraduate Programs") whose merits include the attainment of better conceptual understanding by students [9][10][11]. The cAcL 2 approach is the chemistry specific response to the SCALE-UP format.…”