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Abstract
Embracing active learning can transform chemistry education, preparing students for success in academia and beyond. This perspective study highlights the importance of active learning in chemistry education. It discusses the limitations of direct teaching methods and emphasizes the benefits of active learning, including real-world application, collaborative skills, and problem-solving abilities.
This study acknowledges challenges in implementation, such as resistance to change and resource limitations, and suggests strategies to overcome them.
Keywords
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References
- Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
- Christianson, A. M. (2020). Using socrative online polls for active learning in the remote classroom. Journal of Chemical Education, 97(9), 2701-2705. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00737
- Ghaleb, B. D. S. (2024). Effect of Exam-Focused and Teacher-Centered Education Systems on Students' Cognitive and Psychological Competencies. International Journal of Multidisciplinary Approach Research and Science, 2(02), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
- Hafeez, M. (2021). A critical review on blended learning versus traditional lecture method. International Journal of Management and Human Science (IJMHS), 5(3), 1-21. https://doi.org/10.18488/journal.61.2021.91.128.140
- Khalil, R. Y., Tairab, H., Qablan, A., Alarabi, K., & Mansour, Y. (2023). STEM-Based Curriculum and Creative Thinking in High School Students. Education Sciences, 13(12), 1195. https://doi.org/10.3390/educsci13121195
- Nguyen, K.A., Borrego, M., Finelli, C.J. et al. Instructor strategies to aid implementation of active learning: a systematic literature review. IJ STEM Ed 8, 9 (2021). https://doi.org/10.1186/s40594-021-00270-7
- Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50, 253-277. https://doi.org/10.1007/s11165-017-9688-1
- Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. https://doi.org/10.1080/10494820.2021.1884886
- Singhal, M. K. (2020). Facilitating virtual medicinal chemistry active learning assignments using advanced Zoom features during COVID-19 campus closure. Journal of Chemical Education, 97(9), 2711-2714. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00675
- Tadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023). The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools. Thinking Skills and Creativity, 50, 101379. https://doi.org/10.1016/j.tsc.2023.101379
- Tripon, C., Gonța, I., & Bulgac, A. (2023). Nurturing minds and sustainability: An exploration of educational interactions and their impact on student well-being and assessment in a sustainable university. Sustainability, 15(12), 9349. https://doi.org/10.3390/su15129349
- Tsalapatas, H., Vaz de Carvalho, C., Bakar, A.A., Salwah, S., Jamillah, R., Heidmann, O. (2021). The Design of a Problem-Based Learning Platform for Engineering Education. In: Vaz de Carvalho, C., Bauters, M. (eds) Technology Supported Active Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-2082-9_6
- van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2020). Fostering critical thinking skills in secondary education to prepare students for university: teacher perceptions and practices. Research in Post-Compulsory Education, 25(4), 394–419. https://doi.org/10.1080/13596748.2020.1846313
References
Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
Christianson, A. M. (2020). Using socrative online polls for active learning in the remote classroom. Journal of Chemical Education, 97(9), 2701-2705. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00737
Ghaleb, B. D. S. (2024). Effect of Exam-Focused and Teacher-Centered Education Systems on Students' Cognitive and Psychological Competencies. International Journal of Multidisciplinary Approach Research and Science, 2(02), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
Hafeez, M. (2021). A critical review on blended learning versus traditional lecture method. International Journal of Management and Human Science (IJMHS), 5(3), 1-21. https://doi.org/10.18488/journal.61.2021.91.128.140
Khalil, R. Y., Tairab, H., Qablan, A., Alarabi, K., & Mansour, Y. (2023). STEM-Based Curriculum and Creative Thinking in High School Students. Education Sciences, 13(12), 1195. https://doi.org/10.3390/educsci13121195
Nguyen, K.A., Borrego, M., Finelli, C.J. et al. Instructor strategies to aid implementation of active learning: a systematic literature review. IJ STEM Ed 8, 9 (2021). https://doi.org/10.1186/s40594-021-00270-7
Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50, 253-277. https://doi.org/10.1007/s11165-017-9688-1
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. https://doi.org/10.1080/10494820.2021.1884886
Singhal, M. K. (2020). Facilitating virtual medicinal chemistry active learning assignments using advanced Zoom features during COVID-19 campus closure. Journal of Chemical Education, 97(9), 2711-2714. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00675
Tadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023). The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools. Thinking Skills and Creativity, 50, 101379. https://doi.org/10.1016/j.tsc.2023.101379
Tripon, C., Gonța, I., & Bulgac, A. (2023). Nurturing minds and sustainability: An exploration of educational interactions and their impact on student well-being and assessment in a sustainable university. Sustainability, 15(12), 9349. https://doi.org/10.3390/su15129349
Tsalapatas, H., Vaz de Carvalho, C., Bakar, A.A., Salwah, S., Jamillah, R., Heidmann, O. (2021). The Design of a Problem-Based Learning Platform for Engineering Education. In: Vaz de Carvalho, C., Bauters, M. (eds) Technology Supported Active Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-2082-9_6
van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2020). Fostering critical thinking skills in secondary education to prepare students for university: teacher perceptions and practices. Research in Post-Compulsory Education, 25(4), 394–419. https://doi.org/10.1080/13596748.2020.1846313