Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’pharmaceutical chemistry case study
- Sewry, Joyce D, Veale, Clinton G L, Krause, Rui W M
- Authors: Sewry, Joyce D , Veale, Clinton G L , Krause, Rui W M
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/125691 , vital:35809 , https://doi.org/10.1039/C7RP00180K
- Description: Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their role as designers with the capability of applying complex concepts in pharmaceutical chemistry, thereby improving the decision-making process. Common methods of teaching drug discovery, including the linear nature of the traditional case study model, do not provide a realistic picture of the underlying complexity of the process, nor do they equip students with the appropriate tools for personal sense making and abstraction. In this work, we discuss the creation of an open-ended, nonlinear case study for 3rd year pharmaceutical chemistry students, developed from drug discovery research conducted at Rhodes University. Furthermore, we discuss blending problem based learning (PBL) with peer-led team learning (PLTL) in the context of curriculum transformation, underpinned by the theory of semantic waves, to assist students in the early attainment of abstract concepts and answer questions of contextualisation, personal sense making, relatability, relevance and ultimately the skills for lifelong learning.
- Full Text:
- Authors: Sewry, Joyce D , Veale, Clinton G L , Krause, Rui W M
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/125691 , vital:35809 , https://doi.org/10.1039/C7RP00180K
- Description: Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their role as designers with the capability of applying complex concepts in pharmaceutical chemistry, thereby improving the decision-making process. Common methods of teaching drug discovery, including the linear nature of the traditional case study model, do not provide a realistic picture of the underlying complexity of the process, nor do they equip students with the appropriate tools for personal sense making and abstraction. In this work, we discuss the creation of an open-ended, nonlinear case study for 3rd year pharmaceutical chemistry students, developed from drug discovery research conducted at Rhodes University. Furthermore, we discuss blending problem based learning (PBL) with peer-led team learning (PLTL) in the context of curriculum transformation, underpinned by the theory of semantic waves, to assist students in the early attainment of abstract concepts and answer questions of contextualisation, personal sense making, relatability, relevance and ultimately the skills for lifelong learning.
- Full Text:
Exploring the Mediation of Learning of Chemical Equilibrium to High-achieving Students in a Selected Senior Secondary School in Namibia
- Chani, Fungisisai M, Ngcoza, Kenneth M, Chikunda, Charles, Sewry, Joyce D
- Authors: Chani, Fungisisai M , Ngcoza, Kenneth M , Chikunda, Charles , Sewry, Joyce D
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484335 , vital:78897 , https://doi.org/10.1080/18117295.2018.1528031
- Description: Chemical equilibrium is one of the most important yet difficult topics to teach. The purpose of this study was to examine how two science teachers experienced the mediation of and how they mediated learning of this topic, chemical equilibrium, to high-achieving students. Data were collected using semi-structured interviews, lesson observations and stimulated recall interviews. The five topic-specific pedagogical content knowledge (TSPCK) components, namely, teacher knowledge of student prior knowledge, curricular saliency, what is difficult to understand, representations and conceptual teaching strategies, were used as conceptual tools to analyse the data. The findings revealed that the two science teachers struggled to mediate learning of chemical equilibrium concepts to high-achieving students and therefore the approaches used to teach them should not necessarily be any different from those used for average-ability students. Similarly, the teacher’s role as a mediator of meaningful learning is equally important for high-achieving students. We thus recommend that there is a need for continuing professional development for science teachers focussing on the development of materials and strengthening of their TSPCK components.
- Full Text:
- Authors: Chani, Fungisisai M , Ngcoza, Kenneth M , Chikunda, Charles , Sewry, Joyce D
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484335 , vital:78897 , https://doi.org/10.1080/18117295.2018.1528031
- Description: Chemical equilibrium is one of the most important yet difficult topics to teach. The purpose of this study was to examine how two science teachers experienced the mediation of and how they mediated learning of this topic, chemical equilibrium, to high-achieving students. Data were collected using semi-structured interviews, lesson observations and stimulated recall interviews. The five topic-specific pedagogical content knowledge (TSPCK) components, namely, teacher knowledge of student prior knowledge, curricular saliency, what is difficult to understand, representations and conceptual teaching strategies, were used as conceptual tools to analyse the data. The findings revealed that the two science teachers struggled to mediate learning of chemical equilibrium concepts to high-achieving students and therefore the approaches used to teach them should not necessarily be any different from those used for average-ability students. Similarly, the teacher’s role as a mediator of meaningful learning is equally important for high-achieving students. We thus recommend that there is a need for continuing professional development for science teachers focussing on the development of materials and strengthening of their TSPCK components.
- Full Text:
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