Abstract
This study aimed to investigate the effect of mythological story in teaching chemistry. To this end the students in the class were divided into two homogenous groups. While the first group was thought in a traditional way, using a mythological story thought the second group. The story used was based on a Mountain just opposite the faculty.
Highlights
Students sometimes perceive general chemistry to be list of obtuse principles to memorize and which hold no importance outside the classroom
The features of niobium and tantalum elements were taught to the first group in a traditional way
A mythological story was told to the second group
Summary
Students sometimes perceive general chemistry to be list of obtuse principles to memorize and which hold no importance outside the classroom. In chemistry courses at universities, education has mainly been centered on the lecturer’s comprehension of a topic rather than that of the student. Student-centered learning has aroused considerable interest in all levels of education systems, including universities. A mythological approach has been compared with with conventional teaching approach while teaching uncommon elements (niobium and tantalum).
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