Rethinking Chemistry in Higher Education towards Technology-Enhanced Problem-Based Learning

Autor/inn/en	Ramstedt, Madeleine; Hedlund, Tomas; Björn, Erik; Fick, Jerker; Jahnke, Isa
Titel	Rethinking Chemistry in Higher Education towards Technology-Enhanced Problem-Based Learning
Quelle	In: Education Inquiry, 7 (2016) 2, S.115-135 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v7.27287
Schlagwörter	Chemistry; Science Instruction; Higher Education; College Science; Technology Uses in Education; Problem Based Learning; College Students; Inquiry; Student Motivation; Science Laboratories; Integrated Learning Systems; Technology Integration; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problem-based learning; Problemorientiertes Lernen; Collegestudent; Schulische Motivation; Ausland; Schweden
Abstract	A range of factors can lead to situations where university courses have to be taught with a very small number of students. In this paper, we report on our experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course). The course design included inquiry-based approaches, case methodology and problem-based learning concepts. The main goal was to enhance student motivation and to support them to become active agents ('pro-sumers'). Technology was adopted to support students in their inquiry-based learning processes by using online logs, group wikis and quizzes and with sections of laboratory work. We explored student perceptions during the first 2 years in two courses. The students were, in general, very positive about the course and communicated that the technological tools along with the pedagogical design decisions had assisted them to different extents in their learning. Our conclusion is that such a design is appropriate for an advanced-level chemistry course with small numbers of students, and the course will continue to be given in this form. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01