Publication Details (including relevant citation information):
2014, Vol. 2, No. 3, 29-38
Available online at http://pubs.sciepub.com/wjce/2/3/1
© Science and Education Publishing
Context based learning approaches have been presented in this article as a way to enhance student’s interest in, as well as time economic learning outcomes from chemical education. In this article 16 years research based time economic study has been presented on hydrocarbon, aromaticity and chemical bonding to cultivate the interest of teaching and learning in organic and inorganic chemistry when solving context-based chemistry problems. In this pedagogical survey, we have tried to hub twelve (12) innovative and time economic methodologies by including thirty two (32) completely new formulae in the field of Chemical Education. Concepts that usually confuse the students in the examination hall have been explained here by some innovative methods based on applied mathematics. In this context, current trends in chemistry have been highlighted by some technical methods. The review explores the results and gives implications for context-based teaching, learning and assessment.
Keywords: general public, high school, graduate student, chemical education research, organic and inorganic chemistry, problem solving, M.O. theory, alkenes, alkynes, aromatic compounds
Address (URL): http://pubs.sciepub.com/wjce/2/3/1