CHEMISTRY EDUCATION: RESEARCH AND PRACTICE IN EUROPE 2002, Vol. 3, No. 1, pp. 65-75	THE PRACTICE OF CHEMISTRY EDUCATION Methods and issues of teaching and learning

Ghassan SIRHAN ¹ and Norman REID ^2
1 Al-Quds University, The Centre for Teaching and Learning (Jerusalem, Palestine)
² University of Glasgow, The Centre for Science Education

AN APPROACH IN SUPPORTING UNIVERSITY CHEMISTRY TEACHING

ABSTRACT: Some new learning materials for First year University students following a course in Chemistry are described. The new materials were paper-based and were called Chemorganiser in that the key aim of the Chemorganisers was to prepare (or organise) the mind for learning. They were designed to provide bridges between what the learner already knows and what is to be learned. They were designed to help the learner organise and retrieve material which has already been learned. They also sought to teach by filling the gaps and clearing areas of misconception. They were used with a large undergraduate class and the effects of their use on learning are discussed in detail. Considerable evidence indicates that they were used, appreciated and were effective in assisting students in learning, there being a special benefit for those students whose previous background in Chemistry was weak. [Chem. Educ. Res. Pract. Eur.: 2002, 3, 65-75]

KEY WORDS: Support teaching materials, undergraduate chemistry, helping understanding, weak students.

CORRESPONDENCE: Norman REID, The Centre for Science Education, University of Glasgow, Glasgow, Scotland, G12 8QQ; Fax: 0141-330-3755; e-mail: N.Reid@mis.gla.ac.uk

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