Incorporation of a Cooperative Learning Technique in Organic Chemistry

Abstract

The integration of a cooperative learning technique (Student Team Achievement Divisions or STAD) into a sophomore-level organic chemistry course is described. Students were assigned to Learning Teams according to their performance in the two terms of general chemistry and on a General Chemistry Review Sheet written by the author and administered on the first day of the organic chemistry class. Extra credit points applied to the students' exam scores were earned by Learning Team members if all members improved on their own past performance. The methods used to assign students to Learning Teams and to determine the amount of extra credit earned are presented. Student opinion surveys indicate that students support the use of the technique in organic chemistry.

Using laptops in engineering courses for real‐time data collection and analysis

“…The benefits of active learning experiences in the classroom are well documented, notably better attendance, deeper questioning, higher grades, and a lasting interest in the subject matter (Johnson, Johnson, and Smith, 1998;Bonwell and Eison, 1991;Felder, 1992;McKeachie, Pintrich, Lin, and Smith, 1986;Wankat and Oreovicz, 1993). Of particular interest is evidence highlighting the benefits of active and cooperative learning in engineering and science classes (Felder, Felder, and Dietz, 1998;Hake, 1998;Springer, Stanne, and Donovan, 1997;Bowen and Phelps, 1997;Caprio, 1993;Carpenter and McMillan, 2003;Cooper, 1995;Felder, 1996;Kogut, 1997;Mourtos, 1997;Redish and Steinberg, 1999;Rosser, 1999). Another form of active learning is discovery learning; the research finds that it promotes deeper understanding and long-term retention (Travers, 1982).…”

The Effects of Jigsaw Technique on Teaching of “Energy Resources and Recycle” Subject in 8th Class

“…Yapılan pek çok çalışmada iş birliğinin öğrencilerin akademik başarı, motivasyon, tutum, kalıcılık, üst düzey düşünme becerilerini olumlu etkilediği vurgulanmaktadır (Açıkgöz Ün, 2008;Doymuş ve Şimşek, 2007). İşbirlikli öğrenme yöntemi öğrencilerin problem çözme ve eleştirel düşünme gibi bilimsel süreç becerileri ile yeteneklerini geliştiren, üst düzey akademik ve sosyal beceri kazandıran, öğrenciye öğrenme sorumluluğu vererek araştırma ve derse devam zorunluluğunu artıran bir yöntemdir (Mark, Volk ve Hinckley ,1991;Carpenter, 2003;Akar ve Doymuş, 2015).…”

Effect of Jigsaw vs. Traditional Group Work on 8th Graders’ Basic Science Process Skills achievement in Laboratory

“…According to Johnson & Johnson (1999) group work not including CL elements may hinder students' learning and cause dissatisfaction and tension among the group members which furthers lowers their learning and may also negatively affect their academic achievement. On the other hand, CL is found to enhance students' academic skills while working in science laboratory (Carpenter & McMillan, 2003). Working through rich cooperative interactions is one of the important conditions for effective learning in the laboratory, so students should work cooperatively in small groups to investigate scientific phenomena and learn science process skills during laboratory experiments (Hofstein & Lunetta, 2003).…”