Making Inorganic Chemistry Interesting Analogy Based Pragmatic Approach to Learning

The undergraduate student perception of inorganic chemistry as routine and unimaginative was transformed by adopting few innovative approaches in the pedagogy. This is primarily a reflection of my experiences in classroom teaching that is presented in this commentary. Fun-oriented, analogy based and...

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Bibliographic Details
Published inResonance Vol. 25; no. 9; pp. 1241 - 1249
Main Author Rajesh, N.
Format Journal Article
LanguageEnglish
Published New Delhi Springer India 01.09.2020
Subjects
Education
General Article
Humanities and Social Sciences
multidisciplinary
Science
Science Education
innovations in pedagogy
transformation
defining classroom moments
Inorganic chemistry
undergraduate
perception
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Summary:The undergraduate student perception of inorganic chemistry as routine and unimaginative was transformed by adopting few innovative approaches in the pedagogy. This is primarily a reflection of my experiences in classroom teaching that is presented in this commentary. Fun-oriented, analogy based and pragmatic approach was used to explain simple concepts in inorganic chemistry. Laboratory demonstrations and exposure to understand research articles made the course more interesting. Selective examples of defining classroom moments are presented in this reflective commentary. Framing questions in an animated, imaginative and unconventional style made students feel quite challenged and also experience the joy in learning. The introduction of group discussion as an evaluative component enhanced the soft skills of the students. The creative instinct in learning changed students’ perception of inorganic chemistry from an insipid to a highly engaging and captivating subject.
ISSN:0971-8044
0973-712X
DOI:10.1007/s12045-020-1042-7