Promoting problem-solving skills is a challenge faced by all science instructors. Teaching students to integrate information without sacrificing content is critical. When taught with an active problem-centered teaching model, students’ mean scores and score distributions on the American Chemical Society standardized exams were significantly improved without students’ course content being sacrificed.
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Type Journal ArticlePub Date 9/1/2005Stock # jcst05_035_01_42Volume 035Issue 01