How to Organise the Chemistry Classroom in a Student-Active Mode

Abstract

Everyday, chemistry teachers all over the world are challenged by the question: Should I explain the chemistry content in a frontal mode using the blackboard, or am I able to apply methods to activate the students learning on their own terms? This chapter is based on the premise that learning processes should be based as much as possible on student-centred activities (hands-on and minds-on). A justification for more thorough student-active learning in the chemistry classroom is derived from the theory of social constructivism. Evidence for the positive effects of more student-active classrooms and cooperative learning will be discussed. This discussion will be illustrated by examples from chemistry education regarding how to activate students ' thinking, to engage them into a cooperative mode of learning, or to use e.g. drama and role-play in the chemistry classroom.