Physical chemistry lays an important foundation in the general advancement of science globally. Unfortunately, for many years some campuses within the Caribbean recorded high failure rates within this discipline. This phenomenographic paper presents a qualitative subsection of a larger quasi-experimental mixed methods investigation which was geared towards testing the effectiveness of an innovative technological teaching module. This module was designed to enhance the teaching and learning experience, in first-year Physical Chemistry at a Caribbean university. The impact of the intervening technological module was explored by examining students’ perceptions towards introductory physical chemistry, the teaching and learning environment and students’ approach to problem-solving questions. Eighteen students were purposively sampled for interviews and think-aloud problem-solving sessions, where 7 were from the control group and 11 from the experimental group. Classroom climates were also observed. The key themes which emerged from the study were physical chemistry is conceptually difficult, mathematically intensive, and abstract and linked to the teaching strategies used by the instructor. Additionally, classroom climates varied based on cohort and were linked to instructor disposition, student disposition and the teaching strategies utilised. Generally, students from the experimental group approached problem-solving more conceptually compared to students from the control group. Conceptual difficulties and alternative conceptions were found to surround the first and second laws of thermodynamics as well as spontaneity and equilibrium.

Exploring the impact of an innovative technological approach on the teaching and learning environment of an introductory physical chemistry course

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ACS Fall 2022

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