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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > April  >
Chemical Education Today
Award Address
New Approaches to Chemistry Teaching. 2005 George C. Pimental Award
J. N. Spencer
Department of Chemistry, Franklin and Marshall College, Lancaster, PA 17604-3003
Cover
April 2006
Vol. 83 No. 4
p. 528
Abstract
Traditional pedagogy has held sway for 2000 years. The studies of educational psychologists, cognitive scientists, and classroom experimentation have shown that the pedagogy of long standing is not the most effective for producing learning. Traditional topics have often been modified at the expense of correctness in order to incorporate them in the introductory course.There is overwhelming evidence that students learn best by interactive, collaborative methods of instruction. Resistance to these new findings is based on custom and tradition, the difficulty for instructors to adapt to a new pedagogy, and the inability to acknowledge research on how students learn.
More Information
*  Citation
 Spencer, J. N. J. Chem. Educ. 2006 83 528.
*  Keywords
 Chemical Education Research; Collaborative / Cooperative Learning; Constructivism; General Public; Inquiry-Based / Discovery Learning; Learning Theories; Phases / Phase Transitions / Diagrams; Student-Centered Learning; Thermodynamics
*  History
 Created:
Last Updated:		 2/24/2006
2/27/2006
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