Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class
Donald R. Paulson 1999 Journal of Chemical Education v76 no8 p1136-1140
An organic chemistry professor changed his technique from straight lecture with review sessions to interactive lectures with group homework. The grades for the class (based on the same kinds of essay exams) went up dramatically. As a result, almost twice as many students were able to finish the one-year organic-chemistry sequence.