Innovative and Time Economic Pedagogical Views in Chemical Education - A Review Article

Arijit Das^1, , R. Sanjeev² and V. Jagannadham³

¹Department of Chemistry, Ramthakur College, Agartala, Tripura, India

²Department of Pharmacy, School of Health Science, University of KwaZulu-Natal, Durban, South Africa

³Department of Chemistry, Osmania University, Hyderabad, India

Cite this paper

Arijit Das, R. Sanjeev and V. Jagannadham. Innovative and Time Economic Pedagogical Views in Chemical Education - A Review Article. World Journal of Chemical Education. 2014; 2(3):29-38. doi: 10.12691/WJCE-2-3-1

Abstract

Context based learning approaches have been presented in this article as a way to enhance student’s interest in, as well as time economic learning outcomes from chemical education. In this article 16 years research based time economic study has been presented on hydrocarbon, aromaticity and chemical bonding to cultivate the interest of teaching and learning in organic and inorganic chemistry when solving context-based chemistry problems. In this pedagogical survey, we have tried to hub twelve (12) innovative and time economic methodologies by including thirty two (32) completely new formulae in the field of Chemical Education. Concepts that usually confuse the students in the examination hall have been explained here by some innovative methods based on applied mathematics. In this context, current trends in chemistry have been highlighted by some technical methods. The review explores the results and gives implications for context-based teaching, learning and assessment.

Keywords

general public, high school, graduate student, chemical education research, organic and inorganic chemistry, problem solving, M.O. theory, alkenes, alkynes, aromatic compounds

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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