Homework as an Inroad
Our primary inroad to improving student learning is
through the course homework.
We have chosen to focus on homework rather than
lectures or laboratories for a number of reasons.
 | First, it is in the active processing of the information that most
learning occurs, and the most effective processing occurs when
students are applying concepts in solving problems, either during
homework or while studying for exams. |
| Second, interactive simulations have the potential to better
utilize student’s time by providing meaningful feedback and
scaffolding, preventing them from either floundering or reinforcing
incorrect thinking. |
| Third, current homework is perhaps the least motivating portion of
the course for students. |
| Fourth, assigning a new style of homework problem is an easily
implemented step towards improving a course, and involves relatively
low risk, especially if first done as bonus or optional homework. |
While lecturing brilliantly on how a chemical topic
relates to an interesting real-world phenomena can excite students, such
excitement is bound to fade if the homework does not sustain this
interest. We believe that homework that reinforces this connection is
essential if such teaching innovations are to lead beyond motivation to
enhanced learning. This is
what motivated us to develop the following applets which focus on using
simulations to improve homework.
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