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  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > November  >
Research: Science and Education
Chemical Education Research
Effectiveness of Facilitating Small-Group Learning in Large Lecture Classes
A General Chemistry Case Study
D. C. Lyon and J. J. Lagowski
Department of Chemistry and Biochemistry, The University of Texas at Austin, Austin, TX 78712-0165
Cover
November 2008
Vol. 85 No. 11
p. 1571
Abstract
We report the results of a study designed to investigate the effectiveness of peer-led, small-group discussions in a large (N > 400) general chemistry course usually taught in a traditional lecture format. The administrative structure, the training of the peer facilitators, and the achievement of students exposed to this environment compared with a control group are presented.
Supplement
Details about pTA training, guidelines for student participation, strategy for assigning students to learning groups; Problem sets, pretest; Details of statistical analysis
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Contents
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More Information
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Citation
Lyon, D. C.; Lagowski, J. J. J. Chem. Educ. 2008, 85, 1571.
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Keywords
Chemical Education Research; Collaborative / Cooperative Learning; First-Year Undergraduate / General; Learning Theories; Student-Centered Learning
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History
Created:
Last Updated:
9/19/2008
9/25/2008
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