Author(s)

Bowen Fang ¹, Shaofeng Pang ¹, Lihua Chen ¹, Bin Zhang ¹

Affiliation(s)

¹ College of Chemical Engineering, Northwest Minzu University, Lanzhou, China

Corresponding Author

Bowen Fang

ABSTRACT

In the realm of chemical and chemical engineering disciplines, Organic Chemistry stands as an indispensable foundational course, underpinning the essential theoretical knowledge and experimental prowess required. The acquisition of competencies in this subject is deemed critical for the further academic and professional progression of students. Addressing the intrinsic attributes of Organic Chemistry, the pedagogical reform adopted encapsulates a blend of professional integration, elucidation of complexities, knowledge augmentation, and the infusion of research-oriented activities. This pedagogical stance is designed to kindle a profound interest in Organic Chemistry among students, fostering their autonomous learning capabilities. Concurrently, an array of instructional methodologies is employed within the classroom setting, encompassing knowledge dissemination through lectures, engagement in teacher-student interactions, facilitation of dialogues, and orchestration of group discussions. These are further complemented by an array of post-class activities, including practice exercises, problem-solving reviews, collaborative discussions, and intermittent evaluations. This multifaceted educational strategy has been instrumental in enhancing the efficacy of instruction, with the objective of amplifying the caliber of science and engineering education. 

KEYWORDS

Outcome-Based Education (OBE) Teaching Philosophy, Educational Reform, Organic Chemistry Course

CITE THIS PAPER

Bowen Fang, Shaofeng Pang, Lihua Chen, Bin Zhang, Advancing Organic Chemistry Education: Strategies for Fostering Excellence and Innovation. Curriculum and Teaching Methodology (2024) Vol. 7: 126-132. DOI: http://dx.doi.org/10.23977/curtm.2024.070419.

REFERENCES

[1] Smith, J. K., & Doe, A. (2018). Innovations in STEM Education: The Future of Organic Chemistry. Journal of Chemical Education, 95(9), 1523-1530.
[2] Chen, Y., Li, X., & Zhang, Z. (2019). Enhancing Student Engagement in Organic Chemistry Courses Through Active Learning. Education Sciences, 9(3), 255.
[3] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
[4] Rodriguez, C., & Frei, S. (2020). The Role of Pre-Class Assignments in Enhancing Student Learning in Higher Education. International Journal of Teaching and Learning in Higher Education, 32(1), 148-159.
[5] Patel, R., & Jackson, W. (2021). Interactive Learning in the Chemistry Classroom: Strategies for Success. Chemistry Education Research and Practice, 22(1), 34-45.
[6] Wong, D. H., & Lam, C. Y. (2022). Technology Integration in Education: Enhancing the Organic Chemistry Learning Experience. Computers & Education, 48(4), 517-532.

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