Researchand data shows that undergraduate chemistry learning is a challenge. In thisstudy we seek to highlight learning outcomes as measured by alternative strategiesin teaching general chemistry. We subjected students in multiple sections offreshmen general chemistry to a variety of teaching modes and compared thelearning outcomes by measuring student's responses to questions relating todifferent levels of Bloom's taxonomy of educational objectives.

Case studies as part of an interactive pedagogy for general chemistry

239th National Meeting (2010)

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