Chapter 12: Using Team Based Learning to Promote Problem Solving Through Active Learning
Published:17 May 2021
N. J. Capel, L. M. Hancock, C. Howe, G. R. Jones, T. R. Phillips, and D. Plana, in Problems and Problem Solving in Chemistry Education: Analysing Data, Looking for Patterns and Making Deductions, ed. G. Tsaparlis, The Royal Society of Chemistry, 2021, ch. 12, pp. 279-319.
Download citation file:
Team Based Learning (TBL) is a structured small group collaborative form of learning where learners combine their knowledge to solve problems. TBL has been found to be highly effective at facilitating active learning, as learners are required to prepare in advance of sessions then discuss and debate potential solutions to problems with their peers. Despite being relatively underused in the physical sciences, we have embedded TBL into our chemistry curriculum at all levels, including a transnational degree programme with a Chinese university. Herein we provide a guide for incorporating TBL into chemistry education. We describe the different ways that TBL has been incorporated into our chemistry teaching through a series of case studies, from using TBL as a replacement for standard problem classes to a method for ‘flipping’ the classroom. Both staff and students have found TBL to be an effective way of promoting active learning, leading to enhanced problem solving skills.