A Study of Teaching Methods in Tertiary Chemical Education

A study of the aims and objectives of courses in science (but more particularly chemistry) at tertiary level has been carried out. Trends in thought have been traced historically over the past fifty years, with particular emphasis being placed on current opinions on the importance of non-cognitive outcomes of chemistry courses, and the broader educational potential of chemistry, apart from purely vocational considerations. An analysis of the strengths and weaknesses of traditional and more novel teaching methods in tertiary education has been made, and the aims and objectives of chemistry courses have been related to the methods through which they can best be achieved, A range of self-instructional and simulation techniques have been surveyed together with a critical assessment of measurement procedures which have been devised to measure both cognitive and non-cognitive changes in students as a result of using such teaching techniques. The chemistry courses at a typical tertiary establishment have been examined, and teaching materials produced to complement and supplement present teaching procedures. A series of audio visual programs utilising tapes, workbooks, models and a construction kit has been produced on Transition Metal Chemistry, Many of the concepts involved are of a three dimensional nature with which the lecture, in isolation, cannot cope adequately. Assessment of the short and longer term effects of the programs has been reported. To achieve the broader educational aims of an education in chemistry, three simulation exercises have been / been produced. Each exercise has been written in a different simulation style, and each has been directed at different undergraduate levels. The content and rationale for each exercise has been described, along with the results of evaluations of each exercise using a range of assessment procedures. Suggestions for further work have been proposed which are considered not only logical progressions from this work, but essential if the potential contribution of chemistry to the general education and development of the individual is to be fully realised