Teaching Introductory Chemistry using Concept Development Case Studies: Interactive and Inductive Learning

At Rice University, we have used an unusual approach to introducing fundamental chemical concepts in the introductory General Chemistry course. New concepts are developed through inductive reasoning in a series of case studies. These are designed to complement an interactive or “Socratic” classroom technique, in which the focus is on active intellectual engagement of students in a discussion of chemical concept development. The methods are described in detail, and results are presented which demonstrate the effectiveness of the approach in developing a deeper understanding of chemistry as well as critical thinking skills.