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We
are now in our fifth full year of using laboratory-based, guided-inquiry
exercise to drive our General Chemistry courses. Eleven different
faculty have participated. Each adapts the approach to fit his
or her personal style and preferences. Some of us focus almost
exclusively on the Discovery laboratory exercises. Others mix
the exercises with a more traditional lecture format. Regardless
of the particular emphasis, we find that the approach is seen
in a favorable light by students and faculty alike.
Students enjoy doing science in the laboratory and appreciate
the sense of camaraderie that comes from the cooperative laboratory
efforts and sharing of data. Evidently this approach has had
the effect of reducing student stress levels. Our observations
in this area were confirmed by the College Director of Counseling
who reported a significant decrease over the last five years
in the number of students reporting chemistry-course related
anxiety.
Prior
to the Discovery program, we noted that many students who
enjoyed chemistry lectures criticized the laboratory exercise
on their course evaluation forms. Consequently we have been
particularly impressed by the overwhelmingly positive written
responses of our students to the laboratory exercises.
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Our
first two classes of chemistry majors from the Discovery
curriculum accounted for about four percent of the College's
graduates in 1993 and 1994. Most of these students elected
the major after taking one or more Discovery-based courses.
Currently, there are 102 chemistry majors at College of
the Holy Cross; this is about four percent of the college
enrollment. In 1997, the department was 21st in the nation
in the number of graduating ACS certified chemistry majors
(Chem & Engineering News, Feb, 2 1998, page 42).
We find that most faculty appreciate the opportunity to
focus their teaching efforts on the activity that is at
the heart of their discipline. Of Discovery Chemistry, one
of our colleagues said that what was initially the most
intimidating experience in twenty years of teaching quickly
became the most exhilarating. Although much work remains
to be done, we have seen occasions when Discovery Chemistry
brings faculty and students together in an environment that
generates an excitement for both teaching and learning.
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References
Ricci,
R.W.; Ditzler, M.A.; Discovery Chemistry, a Laboratory-Centered
Learning Approach to Teaching General Chemistry. J. of Chem.
Educ. 68, 228 1991. Ditzler, M.A.; Ricci, R.W.; Discovery
Chemistry: Balancing Creativity and Structures. J. of Chem.
Educ. 71, 685, 1994. Jarret, R.M.; McMaster, P.P.; Teaching
Organic Chemistry with Student-Generated Information. J.
of Chem. Educ. 71, 6029, 1994.
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