Most chemistry curricula (including most published text books) have been developed by expert chemists, and have been refined over time based on the authors experiences and intuition. While experience is important, it is not data. There have certainly been attempts to infuse new approaches, such as visualizations or problem solving strategies, into the curriculum much of this effort has not been supported by research, and there are few attempts to redesign the curriculum in light of newer understanding on how students learn. This presentation will outline approaches that could be used to develop a more coherent approach to curriculum development, and ways to develop assessments that assess outcomes other than factual recall or numerical problem solving.

Using research on teaching and learning to inform the development of curricula and assessments

248th National Meeting (2014)

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