(RSC)(2) : chemistry, performance, and pedagogy - an interactive approach to periodic trends
Farrer, Nicola J., Monk , Nicholas, Heron, Jonathan, Lough, Julie Ann and Sadler, P. J.. (2010) (RSC)(2) : chemistry, performance, and pedagogy - an interactive approach to periodic trends. Chemistry Education Research and Practice, Vol.11 (No.4). pp. 308-313. ISSN 1109-4028Full text not available from this repository.
Official URL: http://dx.doi.org/10.1039/C0RP90011G
In order to explore new teaching and learning methods for undergraduates in chemistry at the University of Warwick, interactive workshops based on the periodic table were devised by a team of chemists and theatre practitioners. In the first term of the academic year, students were assigned an element to research, and were required to submit (unassessed) research essays. Students then attended a three-hour workshop in which they embodied their knowledge of the chemical behaviour of that element, interacting with other students in roles as 'their' element. These sessions were supported by 'Introduction to Inorganic Chemistry' lectures. This exercise was conducted with both the 2008 and 2009 student intake. The details of the workshops are described and the pedagogical impact discussed.
|Item Type:||Journal Article|
|Subjects:||L Education > LB Theory and practice of education
Q Science > QD Chemistry
|Divisions:||Faculty of Science > Chemistry|
|Library of Congress Subject Headings (LCSH):||Experiential learning, Chemistry -- Study and teaching (Higher), Periodic law -- Tables, Chemical elements|
|Journal or Publication Title:||Chemistry Education Research and Practice|
|Publisher:||Royal Society of Chemistry|
|Number of Pages:||6|
|Page Range:||pp. 308-313|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Engineering and Physical Sciences Research Council (EPSRC), Higher Education Funding Council for England (HEFCE)|
|Grant number:||EP/G006792/1 (EPSRC)|
Bouma J., (1989), An application-oriented periodic table of the elements, J. Chem. Educ., 66, 741-745.
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