, Volume 383, Issue 3, pp 365-367
Date: 05 Aug 2005

Addressing faculty objections to the implementation of active learning strategies in the analytical chemistry course

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Since I started teaching fifteen years ago I have largely used active learning methods [1] and problem-based learning [25], in particular, in my classroom. In that time, as I have seen the results firsthand I have grown passionate about the value of this approach. This has led me naturally to want to share my work with others so I have published a number of my pedagogical “experiments” [69]. Consequently, I often find myself discussing teaching and active learning with interested colleagues. The most frequently voiced barriers I hear to the adoption of active learning are time and fear—time in terms of the amount required to learn and implement this style of teaching and fear in terms of losing control of one’s classroom, not knowing all the answers to student questions, and fear that active learning methods are not efficacious. The last of these is readily dealt with as the emerging body of educational research supports the effectiveness of active learning methodologies over the tra