|
        
|
 |
|
Many students are taking organic chemistry, not for the goal
of becoming professional chemists, but to support the
knowledge base they use in their field. Professional
programs also require students to take organic chemistry not
only for the content in the course, but also for the
learning skills and methodologies students develop while
taking the course. Unfortunately, many non-major students
taking organic chemistry do not see the value in the course
because of a perceived lack of relevance to their everyday
lives and future careers. |
 |
|
|
“The goal
of the workbook is to present real world problems that can
be solved using concepts and principles of organic
chemistry. To increase student interest and meet the needs
of students in multiple disciplines, the problems come from
both the biological and physical sciences. The key is that
all problems can be solved using the learning objectives of
a typical day of a one year organic chemistry course.Students often see the material of a typical day to be
esoteric, and don’t really understand why this material is
useful to learn. Therefore, the start of each activity in
the workbook presents a new problem; presented as a “Who
Gives a Darn?” question.
Students then work
through an activity that is based on POGIL principles that
addresses the learning objectives of the day. At the end of
the activity, the “Who Gives a Darn?” question is presented
once again, and students are guided through the thinking to
solve the problem using the knowledge and skills gained in
the activity.
Instructors will find that the book can be
used in multiple teaching contexts. It may be used in the
traditional sense of POGIL-based materials that cover the
concepts of a traditional organic chemistry course; or the
workbook may be used in the total to teach key skills used
in problem solving through the context of organic
chemistry.” —- Ehren Bucholtz
|
|
|
|
|
