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  Home > JCE Print > Journal of Chemical Education > Issues > 1999  > August  >
In the Classroom
Teaching Introductory Organic Chemistry: A Problem-Solving and Collaborative-Learning Approach
Lois M. Browne
Department of Chemistry, University of Alberta, Edmonton, AB, T6G 2G2, Canada

Edward V. Blackburn
Faculté Saint-Jean, University of Alberta, Edmonton, AB, T6C 4G9, Canada

Cover
August 1999
Vol. 76 No. 8
p. 1104
Abstract
A laboratory-centered approach to teaching introductory organic chemistry has been developed to accommodate large (250+ students) course sections. Through collaborative problem-solving, students are required to begin to develop the critical, creative, and complex thinking skills of chemical practitioners. These skills are emphasized in both classroom and lab components of courses. Course evaluations by students and teaching assistants attest to the success of this pedagogical approach. The teaching style required of teaching assistants is discussed and some of the pedagogical tools that have been developed are discussed.
More Information
*  Citation
 Browne, Lois M.; Blackburn, Edward V. J. Chem. Educ. 1999 76 1104.
*  Keywords
 Organic Chemistry; Collaborative / Cooperative Learning; TA Training; Problem-Based Learning
*  History
 Created:
Last Updated:		 July 8, 1999
June 23, 2005
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