Reconfiguring the general chemistry i laboratory course at a small pui

被引：0

作者：

Bolyard L.A. ^{[1
]}

Neal B.M. ^{[1
]}

Cutler A.R. ^{[1
]}

Styers-Barnett D.K. ^{[1
]}

机构：

[1] Depatment of Chemistry, University of Indianapolis, 1400 East Hanna Avenue, Indianapolis, 46227, IN

来源：

ACS Symposium Series | 2019年 / 1341卷

关键词：

Laboratories; -; Curricula;

D O I：

10.1021/bk-2019-1341.ch006

中图分类号：

G4 [教育];

学科分类号：

04 ; 0401 ;

摘要：

For many students, the General Chemistry laboratory is a first experience with science in practice. We are acutely aware that impressions formed in this course color students' perceptions about their ability to master chemistry and ultimately, to contribute to the field. Over several years, our laboratory curriculum has expanded organically as individual faculty added activities and expectations: each was intended to prepare students for subsequent courses in the chemistry curriculum. However, the overlay of learning goals and assessments resulted in an overwhelming number of expectations. Here we present work in the reconsideration and reconfiguration of our first laboratory course in General Chemistry. We share our initial results including student learning outcomes and student perspectives on the revision. We also report further modifications under consideration. © 2019 American Chemical Society

引用

页码：71 / 84

页数：13

共 9 条

[1]

Bruck L.B., Towns M.H., Bretz S.L., Faculty perspectives of undergraduate chemistry laboratory: Goals and obstacles to success, J. Chem. Educ., 87, pp. 1416-1424, (2010)

[2]

Bretz S.L., Fay M., Bruck L.B., Towns M.H., What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory, J. Chem. Educ., 90, pp. 281-288, (2013)

[3]

Obenland C.A., Kincaid K., Hutchinson J.S., A general chemistry laboratory course designed for student discussion, J. Chem. Educ., 91, pp. 1446-1450, (2014)

[4]

Galloway K.R., Bretz S.L., Video episodes and action cameras in the undergraduate chemistry laboratory: Eliciting student perceptions of meaningful learning, Chem. Educ. Res. Pract., 17, pp. 139-155, (2016)

[5]

Estrada T., Atwood S.A., Factors that Affect Student Frustration Level in Introductory Laboratory Experiences, (2012)

[6]

DeKorver B.K., Towns M.H., General chemistry students' goals for chemistry laboratory coursework, J. Chem. Educ., 92, pp. 2031-2037, (2015)

[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]

Rhodes M.M., A laboratory practical exam for high school chemistry, J. Chem. Educ., 87, pp. 613-615, (2010)

[9]

Kruger J., Dunning D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments, J. Pers. Soc. Psychol., 77, pp. 1121-34, (1999)

← 1 →