The one active learning technique that I want to implement in my teaching is group problem solving. Similar to what Dr. Mumson did, I like the idea of have small groups (3-5) but give them difficult problems relevant to the topic. One concept I like to push on students is that chemistry is not some magical topic that must just be known but has a logical basis. This logical basis can be clearly identified by experimentation. I would have students design experiments to determine methods to understand what is being taught in class.
The best example of this is the designing experiments with the ideal gas law. PV=nRT is commonly used in introductory chemistry courses and the relationships are fairly logical. A topic would be to design experiments to find the different relationships between the variables. An example of the expected outcome would be to find the relationship between V and n. While they may not find the exact relationship constant, recognizing that blowing into a balloon is the same as increasing the number of mols (n). The result would be an increase in the volume of the balloon. This shows the direct relationship between V and n using an experience that the students have already had.
Different scenarios would be presented with new material taught, resulting in the students having to take previous knowledge or even lab experience into account to determine new experiments. I do not like the idea of teaching students to simply have an understanding of the topic, rather I think it should be to prepare future chemists.
