Integration of Information Literacy Components into a Large First-Year Lecture-Based Chemistry Course

被引：21

作者：

Locknar, Angela ^{[1
]}

Mitchell, Rudolph ^{[2
]}

Rankin, Janet ^{[2
]}

Sadoway, Donald R. ^{[3
]}

机构：

[1] MIT, MIT Lib, Cambridge, MA 02139 USA

[2] MIT, Teaching & Learning Lab, Cambridge, MA 02139 USA

[3] MIT, Dept Mat Sci & Engn, Cambridge, MA 02139 USA

来源：

JOURNAL OF CHEMICAL EDUCATION | 2012年 / 89卷 / 04期

关键词：

First-Year Undergraduate/General; Curriculum; Interdisciplinary/Multidisciplinary; Physical Chemistry; Communication/Writing; Internet/Web-Based Learning; Student-Centered Learning; TEACHING CHEMICAL INFORMATION; NONSCIENCE MAJORS; CURRICULUM;

D O I：

10.1021/ed200252q

中图分类号：

O6 [化学];

学科分类号：

0703 ;

摘要：

A first-year chemistry course is ideal for introducing students to finding and using scholarly information early in their academic careers. A four-pronged approach (lectures, homework problems, videos, and model solutions) was used to incorporate library research skills into a large lecture-based course. Pre- and post-course surveying demonstrated this to be effective and scalable way to teach these life-long skills, requiring minimal additional effort and time on the part of the lecturer.

引用

页码：487 / 491

页数：5

共 13 条

[1] Incorporating Primary Literature Summary Projects into a First-Year Chemistry Curriculum [J].