Enhancing Students' Laboratory Experiences in Undergraduate Chemistry

被引：0

作者：

Lamichhane R. ^{[1
]}

Maltese A. ^{[1
]}

机构：

[1] School of Education, Indiana University-Bloomington, Bloomington, 47405, IN

来源：

ACS Symposium Series | 2019年 / 1318卷

关键词：

Curricular materials - Laboratory experiences - Laboratory project - Prior knowledge - Undergraduate chemistry;

D O I：

10.1021/bk-2019-1318.ch006

中图分类号：

学科分类号：

摘要：

Most traditional laboratory programs accompanying small or large introductory lecture sections require students to do some form of prelaboratory exercise. These exercises, if employed properly, can reduce the information load for the student before he or she enters the laboratory. This will likely help students to connect to prior knowledge and bridge any gaps between laboratory and lecture during the actual lab period. For all these results to transpire, prelaboratory exercises need to be implemented well. Therefore, the objective of the study was to implement various prelaboratory exercises that employed technology to various degrees in order to understand how students viewed the curricular materials as supporting their meaningful learning. The three experiences that were employed included students reading a lab procedure with pictures embedded within it, watching a video for the experiment, or being involved in a technical rehearsal. The results showed that students appreciated the support provided by the prelaboratory experiences in various domains of learning to various degrees. The limitations of the study and implications regarding the implementation of various prelaboratory activities to enhance students' chemistry learning in the three learning domains are discussed. © 2019 American Chemical Society.

引用

页码：83 / 106

页数：23

共 53 条

[1]

Reid N., Shah I., The Role of Laboratory Work in University Chemistry, Chem. Educ. Res. Pract., 8, pp. 172-185, (2007)

[2]

Lunetta V.N., Hofstein A., Clough M., Lederman N., Abell S., Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice, Handbook of Research on Science Education, pp. 393-441, (2007)

[3]

Tobin K.G., Research on Science Learning Activities: In Pursuit of Better Questions and Answers to Improve Learning, Sch. Sci. Math., 90, pp. 403-418, (1990)

[4]

Rice J., Thomas S.M., O'Toole P., Tertiary Science Education in the 21st Century, (2009)

[5]

Baker N., Verran J., The future of Microbiology Laboratory Classes - Wet, Dry or in Combination?, Nat. Rev. Microbiol., 2, 4, pp. 338-342, (2004)

[6]

Roth W.M., Experimenting in a Constructivist High School Physics Laboratory, J. Res. Sci. Teach., 31, pp. 197-223, (1994)

[7]

Galloway K.R., Bretz S.L., Development of an Assessment Tool to Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory, J. Chem. Educ., 92, pp. 1149-1158, (2015)

[8]

Carnduff J., Reid N., Enhancing Undergraduate Chemistry Laboratories, Pre-Laboratory and Post-Laboratory Exercises, Examples and Advice, (2003)

[9]

Schmitt A.A., Introducing Scientific Writing in a Second Semester Organic Chemistry Laboratory Course, Advances in Teaching Organic Chemistry, (2012)

[10]

Pogacnik L., Cigic B., How to Motivate Students to Study before They Enter the Lab, J. Chem. Educ., 83, pp. 1094-1098, (2006)

← 1 2 3 4 5 6 →