This poster highlights results from an empirical comparison of two approaches to teaching a full semester course in general chemistry. Specifically, a relatively new pedagogy called interteaching is compared to an active teaching-as-usual condition. Quantitative comparisons across sections are based on student performance on a standardized assessment of learning and daily observations of in-class student behaviors. Results reveal that objective measures of student learning did not differ across sections, although students in the interteaching condition were observed to be actively engaged in the class more, particularly as the semester progressed. To our knowledge, this is the first rigorous experiment to evaluate the application of interteaching to chemistry and traditional STEM disciplines. Implications for active-learning approaches to general chemistry and STEM fields are discussed.

Interteaching in the general chemistry classroom: A low-tech alternative to the conventional "flipped" approach

255th National Meeting (2018)

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