(Journal Article) Blackie, Margaret A.L. creator Arnott, Gareth | Kaschula, Catherine H. text Washington DC : American Chemical Society , 2023 monographic eng

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3302–3308p. Abstract: Organic chemistry is notorious for being difficult to learn. Herein we describe a two-pronged approach to engage students in the ability to afford successful knowledge building. We have drawn on focus group interviews with students to show that the approach is appreciated by the students. The two prongs comprise peer learning in small groups and the use of knowledge stratification. This stratification is achieved via the epistemic assessment framework and distinguishes between different kinds of knowledge that are operational in teaching chemistry. Formal assessments can be visually categorized with the EAF allowing students to judge their progress. In the small group tutorials, self-assessment of their contribution to the final submission also supports reflection on their own understanding. ***______{For Hard Copy, Please visit Library.}________*** First-Year Undergraduate/General| Second Year Undergraduate| Upper Division Undergraduate| Curriculum| Testing/Assessment| Student-Centered Learning| Learning Theories 0021-9584 https://doi.org/10.1021/acs.jchemed.2c00980 https://doi.org/10.1021/acs.jchemed.2c00980 240116 20240116143014.0