Goal: To use methods to engage students in lectures with large numbers of students, and increase students’ activity
Arousing and maintaining the interest of non-chemistry students during the „Introduction to chemistry” lecture, possible methods to increase students’ activity.
The „Introduction to chemistry” lecture is a mandatory lecture for students of natural science majors (biology, geography, earth sciences, physics). Chemistry is not their main field, many of them do not show any interest in the subject and have a poor basic knowledge of chemistry. Making the lecture - at least partly - interactive would help to get the students interested, maybe they would show a little more interest in chemistry.
Local educational scope
The CPD activity concerns academic teachers who are involved in the teaching of non-chemists, science students in BSc level. The Introduction to chemistry course is taught by several instructors, according to topics.
Pre-knowledge / Background of the participating local teaching staff
The academic teachers are not required to have a pedagogical qualification or to have completed a pedagogical course. Thus, introducing them to the different interactive teaching methods and showing options that can be used in the lecture can help them to improve the quality of their teaching.
The academic teachers involved should be motivated/able to improve their lecture varied, interesting.
For academic teachers: learn and apply teaching methods in their lectures that make the lecture varied, interesting and therefore easier to learn
For students: by diversifying the lectures, they become more interested in chemistry and more willing to attend the lectures. This helps them to master the subject, pass exams and understand the relationship of chemistry to other natural sciences.
The motivational elements that have been successful in activating students are also used in other courses for chemical and chemical engineering students.
This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal.
The approximate duration of a User case that follows this scenario is several weeks.
In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.