Some students tend to learn concepts by focusing on examples and features (rote-based learners), and others tend to extract the underlying principles (rule-based learners). In addition, some learners appear to change approaches depending on the context (flexible learners). These classifications have important implications for classroom performance and students' response to active learning. Over the past several years, we have tracked different types of learners and found that in General Chemistry rule-based learners generally outperform rote-based learners, particularly on problems that require novel solution strategies. Further these performance differences grow even more pronounced in Organic Chemistry. Finally, we found that active learning (Peer-Led Team Learning and POGIL) produces large performance benefits for flexible learners.

Concept-building approaches, student performance, and the effectiveness of active learning

251st National Meeting (2016)

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