It is difficult to measure the effectiveness of lecturing in chemistry. We, as teachers, have so much material to cover and so little time to do it. Lecturing seems to be the most practical way to achieve this goal. We spend a considerable amount of time preparing our lectures and those students who are interested in learning seem to be engaged. But what do we know about lecturing and how it dovetails with the way the human brain operates? Can students pay attention for an entire lecture? If students hear a coherent, logical presentation, do they internalize it? Is lecture the most effective way to spend our class time? How can we test its effectiveness? This presentation will review what we know about how the brain operates, how long students can pay attention in lecture and what alternatives are available for teaching.

How effective is lecturing in a high school chemistry class?

249th National Meeting (2015)

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