The following quote from a well-known chemistry educator, “The structure of the traditional general chemistry course does not appear to be effective for promoting deep conceptual understanding or an interest and pleasure in learning chemistry,” sets the stage for this presentation. General chemistry textbooks, traditional lectures, traditional general chemistry laboratories, course examinations and algorithmic end-of-chapter problems, on-line homework problems all contribute toward students’ lack of conceptual understanding and lack of problem-solving abilities. Active learning instructional activities have been implemented in general chemistry courses at Iowa State University, Oklahoma State University, the University of Oklahoma, and the University of Oregon. These activities are a blend of POGIL (Process-Oriented Guided Inquiry Learning) and SWH (the Science Writing Heuristic). In large lecture settings, we are piloting web-based instructional materials through the use of before, during and after class activities. Students use a series of computer simulations to collect and analyze data. During class, students work in small groups, using the data generated to complete guided-inquiry tutorials. Features from two of the computer simulations along with the tutorials designed by Gelder, Abraham, and Greenbowe will be discussed. Preliminary analysis of data on the performance of students on ACS exam questions and instructor-generated questions will be presented.

Providing opportunities for students to increase their understanding of chemistry: Guided inquiry, computer simulations and animations, and active learning

249th National Meeting (2015)

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