Effects of a CURE Laboratory Module on General Chemistry Students’ Perceptions of Scientific Research, Green Chemistry, and Self-Efficacy

Abstract

This study reported the effects of a research-based laboratory module on students' scientific research, green chemistry, and research skills self-efficacy in a second-semester general chemistry laboratory course. The research-based laboratory module was designed based on the course-based research experience (CURE) model, which features materials science research with a green chemistry synthetic method. The results showed that only 8.0% of students had some research experience before the CURE module and students had positive perceptions of scientific research and green chemistry after the CURE module. Factorial analysis of variance showed that there was a significant sex main effect on research skills self-efficacy before the CURE module and females scored significantly lower than males; after the CURE module, females' self-efficacy increased, and there was no evidence for main or interaction effects of sex and first-generation status on self-efficacy. The findings in the study suggested the need to engage students in research experience through a CURE model, especially in the introductory chemistry courses, which can promote student positive perceptions of scientific research and green chemistry understanding, and CURE modules like this one could be more beneficial for groups who are underrepresented in STEM and have the potential to close equity gaps between underrepresented groups and their counterparts in STEM.

A Review of Course-Based Undergraduate Research Experiences in Chemistry

“…Several articles reported CUREs designed as smaller modules to fit within less than half of a course (10 articles, 18% of articles describing CUREs). These modules include a CURE designed to fit within two, 4 h laboratory sessions and modules requiring approximately the final third of a course (4–5 weeks). − A majority of the CURE modules were designed to take 3 weeks. ,− CUREs that took less than a full semester were often preceded by traditional laboratory exercises so students could gain familiarity with standard laboratory procedures. − , Shorter CUREs may be motivated by the desire to bring authentic research into the laboratory without requiring the full commitment of redesigning a full course; they may also provide a step toward implementing a semester-long CURE . Alternatively, some semester-long CUREs involve shorter modules that can be implemented in various orders (or omitted) depending on specific instructional goals; ,,, modules focused on different research areas may also be combined across the duration of a single course. − …”

“…102,103 Lastly, several articles reported other quantitative surveys, including those developed by the authors or based on course evaluations. 41,49,52,54,58,66,67,77,80 In addition to surveys, quantitative evaluations also included measuring students' performance through exam grades, course grades, or assignments reflecting students' content knowledge. 41,49,72,85,90 Other evaluations included critical thinking assessment tests, which evaluated students' creative thinking, problem solving, data analysis, and communication skills; 91,104 and research competence tests, which evaluated students' problem solving.…”

“…Topics within general chemistry and research-specific courses were more varied. In general chemistry courses, research topics ranged from studying metal−organic frameworks for adsorbing organic pollutants from water, 54,76 to studying and analyzing ion content of soil or snow samples, 52,77 to studying molecules with antibacterial or anticancer properties. 63,64,78 Other research topics in general chemistry courses included studies related to food chemistry 79 and other topics in materials chemistry.…”

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-efficacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

“…Therefore, it is advised that teachers prioritise laboratory practises alongside concept teaching in scientific lessons as part of the Science High School Chemistry Course curriculum. In this case, it is expected that teachers will give more space to active learning methods in chemistry lessons in such schools (Kovarik, Robinson & Wenzel, 2022), and that students' self-efficacy (Howell, Yang, Holesovsky & Scheufele,2021;Liu, 2022), achievement goal orientation (Feyzioğlu, 2019) and learning understanding (Baur & Emden, 2021) will also change positively. Although attention is expected to be paid to the nature of scientific inquiry, schools such as science high schools, where advanced science and mathematics courses are taught, have a highly competitive, perfectionist learning environment in which assessment is focused on results and success, and mistakes are not well received.…”

“…In this study, students' IOS is examined. The characteristics of individuals who have high self-efficacy feel competent with regard to inquiry skills, strive to develop and use these skills, and demonstrate flexibility and stability when faced with a difficulty during a scientific task (Feyzioğlu, 2019;Howell et.al, 2021: Liu, 2022. It is expected that these students, who have high academic achievements in science and mathematics in schools that aim to train scientists and give weight to scientific applications, have high self-efficacy towards inquiry.…”