(RSC)2: Chemistry, performance, and pedagogy - an interactive approach to periodic trends

Nicola J. Farrer, Nicholas Monk, Jonathan Heron, Julie Ann Lough, Peter J. Sadler

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

In order to explore new teaching and learning methods for undergraduates in chemistry at the University of Warwick, interactive workshops based on the periodic table were devised by a team of chemists and theatre practitioners. In the first term of the academic year, students were assigned an element to research, and were required to submit (unassessed) research essays. Students then attended a three-hour workshop in which they embodied their knowledge of the chemical behaviour of that element, interacting with other students in roles as 'their' element. These sessions were supported by 'Introduction to Inorganic Chemistry' lectures. This exercise was conducted with both the 2008 and 2009 student intake. The details of the workshops are described and the pedagogical impact discussed.

Original languageEnglish
Pages (from-to)308-313
Number of pages6
JournalChemistry Education Research and Practice
Volume11
Issue number4
DOIs
Publication statusPublished - 1 Dec 2010
Externally publishedYes

Keywords

  • Embodied learning
  • First-year/general chemistry
  • Open-space learning
  • Pedagogy
  • Periodic table
  • Undergraduate

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