A number of active learning pedagogies are being implemented in gateway STEM courses at a large public university in the southeast United States. Particularly, peer-led team learning is utilized in all recitation sessions of General Chemistry 1 and during class periods in sections of General Chemistry 2. Peer-led team learning has shown success for increasing learning and retention within a course and across course sequences. To our knowledge, there has been no formal study on how peer-led team learning influences learning strategies used in courses taken by a student after their peer-led team learning experience. Our qualitative investigation extends current understanding of how students learn reaction mechanisms in the context of postsecondary organic chemistry courses, in particular in reference to more active-learning based pedagogies in earlier gateway chemistry courses.

Learning strategies of first semester organic chemistry students

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.