What lies at the heart of good undergraduate teaching? A case study in organic chemistry

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dc.contributor.authorDavidowitz, Betteen_ZA
dc.contributor.authorRollnick, Marissaen_ZA
dc.date.accessioned2014-07-29T08:39:11Z
dc.date.available2014-07-29T08:39:11Z
dc.date.issued2011en_ZA
dc.descriptionThis is a post-print of an article published by the Royal Society of Chemistry available at: http://dx.doi.org/10.1039/C1RP90042K.en_ZA
dc.description.abstractTeaching organic chemistry at the undergraduate level has long been regarded as challenging and students are often alienated by the mass of detail which seems to characterise the subject. In this paper we investigate the practice of an accomplished lecturer by trying to capture and portray his pedagogical content knowledge, PCK, in order to reveal his tacit knowledge as a resource for others. Data analysed from interviews and a set of five introductory lectures showed the framing of Big Ideas designed to underpin later work in the course. Five manifestations of his practice emerged strongly from the data analysis, namely Explanations, Representations, Interaction with Students, Curricular Saliency and Topic Specific Strategies. This realisation allowed us to make inferences about his underlying knowledge and beliefs regarding how the discipline should be taught. We found that the most important aspect of his practice was his recognition of the basic underlying concepts to be mastered before starting the main part of the course, and his strong beliefs related to the learning of the discipline. The extraction and portrayal of these practices are a valuable resource for novice lecturers.en_ZA
dc.identifier.apacitationDavidowitz, B., & Rollnick, M. (2011). What lies at the heart of good undergraduate teaching? A case study in organic chemistry. <i>Chemistry Education Research And Practice</i>, http://hdl.handle.net/11427/3350en_ZA
dc.identifier.chicagocitationDavidowitz, Bette, and Marissa Rollnick "What lies at the heart of good undergraduate teaching? A case study in organic chemistry." <i>Chemistry Education Research And Practice</i> (2011) http://hdl.handle.net/11427/3350en_ZA
dc.identifier.citationDavidowitz, B., Rollnick, M. 2011. What lies at the heart of good undergraduate teaching? A case study in organic chemistry. Chemistry Education Research And Practice.en_ZA
dc.identifier.issn1756-1108en_ZA
dc.identifier.ris TY - Journal Article AU - Davidowitz, Bette AU - Rollnick, Marissa AB - Teaching organic chemistry at the undergraduate level has long been regarded as challenging and students are often alienated by the mass of detail which seems to characterise the subject. In this paper we investigate the practice of an accomplished lecturer by trying to capture and portray his pedagogical content knowledge, PCK, in order to reveal his tacit knowledge as a resource for others. Data analysed from interviews and a set of five introductory lectures showed the framing of Big Ideas designed to underpin later work in the course. Five manifestations of his practice emerged strongly from the data analysis, namely Explanations, Representations, Interaction with Students, Curricular Saliency and Topic Specific Strategies. This realisation allowed us to make inferences about his underlying knowledge and beliefs regarding how the discipline should be taught. We found that the most important aspect of his practice was his recognition of the basic underlying concepts to be mastered before starting the main part of the course, and his strong beliefs related to the learning of the discipline. The extraction and portrayal of these practices are a valuable resource for novice lecturers. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - Chemistry Education Research And Practice LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1756-1108 T1 - What lies at the heart of good undergraduate teaching? A case study in organic chemistry TI - What lies at the heart of good undergraduate teaching? A case study in organic chemistry UR - http://hdl.handle.net/11427/3350 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3350
dc.identifier.vancouvercitationDavidowitz B, Rollnick M. What lies at the heart of good undergraduate teaching? A case study in organic chemistry. Chemistry Education Research And Practice. 2011; http://hdl.handle.net/11427/3350.en_ZA
dc.language.isoengen_ZA
dc.publisherThe Royal Society of Chemistryen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceChemistry Education Research And Practiceen_ZA
dc.source.urihttp://dx.doi.org/10.1039/C1RP90042K
dc.subject.otherpedagogical content knowledge (PCK)en_ZA
dc.subject.otherorganic chemistryen_ZA
dc.subject.otherundergraduate teachingen_ZA
dc.titleWhat lies at the heart of good undergraduate teaching? A case study in organic chemistryen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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