INTEGRATING THE CASE METHOD AND PROBLEM-BASED LEARNING IN TEACHING ORGANIC CHEMISTRY TOPICS
DOI:
https://doi.org/10.55640/Keywords:
case method; problem-based learning; organic chemistry education; active learning; functional scientific literacy; higher-order thinking skills.Abstract
This article examines the effectiveness of integrating the Case Method and Problem-Based Learning (PBL) in teaching key topics of organic chemistry at the secondary school level. The study highlights how real-life case scenarios and problem-focused tasks enhance students’ conceptual understanding, chemical reasoning, and functional scientific literacy. The integrated approach enables learners to apply theoretical knowledge to authentic situations, analyze reaction mechanisms, and construct evidence-based explanations of organic transformations. Methodologically, the paper synthesizes recent pedagogical research with classroom-based observations to evaluate students’ engagement, problem-solving skills, and motivation. The findings indicate that combining the Case Method with PBL creates a dynamic learning environment where students actively explore organic chemistry concepts, collaborate effectively, and develop higher-order thinking skills. This integrated strategy is shown to be particularly effective for teaching reaction mechanisms, isomerism, functional groups, and real-world applications of organic compounds.
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