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BACHELOR OF SCIENCE IN EDUCATION (HONS.) CHEMISTRY

ARTICLE REVIEW
THEME-BASED LEARNING APPROACH FOR CHEMISTRY
CURRICULUM

NAME: MUHAMAD SOLEH HUDIN BIN SHAMSUDDIN

STUDENT ID: 2014825738
COURSE CODE: EDU 555

PREPARED FOR: EN. MUHAMAD HISYAM ISMAIL

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O. Akinbo & M. Samide (2008). Theme-based modular approach for delivering the
undergraduate analytical chemistry curriculum. Analytical and Bioanalytical Chemistry, 392, 18.
Article Review of Theme-based modular approach for delivering the undergraduate
analytical chemistry curriculum
Michael Samide and Olujide Akinbo, authors of this article is Associate Professor of Chemistry
at Butler University which is having a responsibility for delivering and focusing on chemistry
courses. They actively involved in development of chemistry curriculum and interested for
seeking a developing activities and innovative method for student learn better in chemistry. In
2007, Butler University has made a decision to modifying their approach in delivering analytical
chemistry. The changes of this approach is to make students have a more understanding about
analytical chemistry and also developing social and professional skill needed.
The theme-based modular approach is actually focusing on changing how student experience and
learn a chemistry. This is actually like a modern approach of learning, where their philosophy
actually is want to student actively participate in the entire educational learning and teaching. In
a traditional approach, most academic institution, faculty will present a fact and lecturers
commonly will be given a number of laboratory experiment that has been tested. Also, the
laboratory experiment is based on particular of topic that has been selected that actually related
to lecture in the class. Moreover, it is just involving student learn a basic of instrumental
techniques. Furthermore, student most often lack of ownership with their work, just follow the
procedure and make it simply to finish their work, so they can do an another experiment. While,
in this method, it provides an important skill where student learn how to design an experiment,

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work as a team and communication. The theme-based approach replaces the predetermined
experiment with a uniform theme which students need to explore the content of the experiment
and develop an experiment with their own idea. This will increase ownership and interest of
student in the lab with their own experiment. The content of this article is actually presenting
about how this new approach fits into analytical chemistry courses.
The first point of this article is concern about the selection of instructor for this new approach.
Where it need to select the instructor who are primarily taught the analytical chemistry and
facilitated by professor that have an experience in analytical chemistry. In my opinion, it also
will create a formally environment and encourages a student have discipline conversations which
is actually how chemistry is done in a modern institution.
Secondly, in this new approach, lecture course and laboratory have been separated where student
do not need to complete their lecture first before enter into the lab. The lecture is still focusing on
the content of fact but in more depth and breadth and involve collaborative learning in a class.
While the laboratory course consists a set of theme. In my opinion, topic that have been chosen
for laboratory experiment related to the lecture course, sometime student is still do not have an
experience about that topic, but the lecturer going to have an experiment about that topic, so it
prevents a student from a development of critical thinking.
Furthermore, class size for all labs is capped at 8 while for lecture class at 10 students. The size
of class is capped at the minimum is to foster an environment where students can actively
involve and contribute towards the goals and outcomes of the project.
Moreover, this article also state need to choosing a themes and projects based on student interest
and faculty expertise. Moreover, the theme choosing must allow for student development of idea
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and creative thinking. I agree that, faculty must have an expertise in term of facilities and
material of the theme carried on to make sure the objective of this approach is success.
There are some of weaknesses of this approach, student may need to spend a lot of time working
with their project inside and outside of the class time. Some situation often arises such as
instrument issues, absence and illness that need student to spend more time outside of their class
time.
In conclusion, the theme-based modular approach is actually have been successful implemented
at the Butler University. Most of students given a positive comment about this new approach.
They learn various of skill that they may be able to use after graduate from university. Student
will have an experience and style lab like what a scientists are doing and also allows student with
their own decisions.

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References

Akinbo, O., & Samide, M. (2008). Theme-based modular approach for delivering the
undergraduate analytical chemistry curriculum. Analytical and Bioanalytical
Chemistry(1-2), 1-8. Retrieved April 27, 2016
Art, H. (2007). Designing science literacy courses. Journal of College Science
Teaching, 30(2), 136-139. Retrieved April 27, 2016, from
http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/200360216
?accountid=42518
Chaplin, Susan, & Jill, M. (2005). A Theme-Based Approach to Teaching Nonmajors
Biology. Journal of College Science Teaching, 35(1), 47-51. Retrieved April 27,
2016, from
http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/200361732
?accountid=42518
Elliot, & W, R. (2014). Faculty Development Curriculum: What Informs It? The Journal
of Faculty Development, 28(3), 35-45. Retrieved April 27, 2016, from
http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/169685642
9?accountid=42518
Richard, A. (2015). Theme-based teaching of point-of-care ultrasound in
undergraduate medical education. Internal and emergency medicine, 10(5),
613-618. Retrieved April 27, 2016, from
http://link.springer.com.ezaccess.library.uitm.edu.my/content/pdf/10.1007%2
Fs11739-015-1222-8.pdf

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