In this article, I propose a student-centred approach to teaching quantum chemistry and spectroscopy at the bachelor-level that extends active learning principles outside course lectures. The aim is to elucidate what type of methodology is most appropriate and efficient for this context and student population, and how this incorporation of active learning elements impacts learning. Three quantitative learning indicators are used to measure the effectiveness of the proposed approach, including exercise points obtained by the students, exam results, and the results of a conceptual inventory administered both at the beginning and the end of the course. The proposed model resulted in substantial improvement in learning outcomes compared to a previous class where active learning elements were confined mostly to the course lectures and a traditionally taught class. The model can be generalised to any subject where both quantitative and qualitative understanding is required. Thus, in addition to providing further support for the effectiveness of active learning approaches in science, this study shows the benefits of applying these approaches to exercises and other course tasks besides lectures.

中文翻译：

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以学生为中心的主动学习方法，用于教授量子化学和光谱学：一项为期两年的行动研究的定量结果

在本文中，我提出了一个以学生为中心的方法，用于在学士水平上教授量子化学和光谱学，该方法将主动学习原则扩展到课程讲义之外。目的是阐明哪种类型的方法最适合这种情况和学生群体，以及这种积极学习要素的融合如何影响学习。三个量化的学习指标用于衡量该方法的有效性，包括学生获得的练习点，考试结果以及在课程开始和结束时管理的概念清单的结果。与以前的课程相比，该模型在学习成果方面取得了实质性的改善，在以前的课程中，活跃的学习元素主要限于课程讲座和传统的授课课程。该模型可以推广到需要定量和定性理解的任何主题。因此，除了为科学中的主动学习方法的有效性提供进一步的支持外，本研究还显示了将这些方法应用于除演讲之外的练习和其他课程任务的好处。