Making Context-Driven Connections in General Chemistry: Application of Case Studies Combined with Creative Exercises

Case studies (CS) and creative exercises (CEs) are two established methodologies grounded in constructivist theory, designed to promote student-centric learning and assessment. Cases provide an engaging real-life context to conceptual knowledge, while CEs, produced as statements deciphering a given situation/prompt, encourage the learner to make meaningful linkages across various concepts, making knowledge more coherent and structured. Natural contexts are typically concept-rich situations, and the study described here explores an integrated application of both methods to offer general chemistry students a context-driven vehicle for problem-solving, linking, and cross-cutting of concepts. Three case studies were developed for this purpose and were deployed as team-based assessments. The CE statements produced for each were coded, and Gephi visual maps were produced to analyze the conceptual linkages formed by students in each of the three contexts. The data showed that the students made effective usage of CE as a tool to provide conceptual explanation of the various tangible facets of the given contexts, while also generating integrated and cross-cutting responses. The impact of these exercises on summative learning was qualitatively assessed using a CE-problem in the final exam of the course. Student feedback indicated an overall positive impact on both learning and attitudes toward the subject.