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Supplemental instruction in chemistry
Author(s) -
Lundeberg Mary A.
Publication year - 1990
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660270206
Subject(s) - mathematics education , class (philosophy) , chemistry , psychology , chemistry education , peer instruction , science education , teaching method , pedagogy , computer science , social psychology , peer feedback , artificial intelligence , enthusiasm
This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer‐led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think‐aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two‐year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in‐depth effects of supplemental instruction on students' learning, problem solving, and self‐esteem.