General chemistry is an introductory
course for various university
study programs and often includes a “recipe-like” approach
to laboratory training, resulting in students not perceiving the training
as relevant for their future studies or working lives. To address
this challenge, efforts were made to increase the relevance and learning
outcomes of hands-on training for bulky student cohorts from four
nonchemistry study programs by introducing a novel learning experience
consisting of a “get-ready step”, a case-based laboratory
exercise followed by peer assessment of the case report, and a reflection
note. The “get-ready step” involved a traditional laboratory
exercise in which students prepared reports using a template and predefined
assessment criteria and received feedback from trained personnel.
The case and peer assessment were designed as an assignment for a
chemical analysis company involving spectrophotometric quantification
of phosphate in sewage samples, with quality assurance (in terms of
peer assessment) of the reports for the client. Student’s (n = 266) perceived learning outcomes were collected for
two academic years using a five-point Likert scale for evaluation
and reflective notes. Additionally, observations in the laboratory
were conducted. Approximately 90% of the students agreed or strongly
agreed that the case gave them insight into the real-life application
of chemistry and how chemistry can contribute to a more sustainable
society and that contextualization of the laboratory assignment enhanced
their learning. Many students found the case motivating, but it is
worth noting that a small group found it unmotivating. Most students
found the developed assessment criteria to be crucial for writing
and evaluating reports. Assessment criteria and peer assessment made
the students more aware of their own mistakes. Although many students
had a good learning outcome from receiving feedback from fellow students,
the students perceived a learning benefit from receiving feedback
that was lower than that from giving feedback. The observations during
the laboratory work showed that the students were well-prepared and
actively engaged. They demonstrated critical thinking and reflection,
communicated effectively within groups, and sought assistance when
necessary. Overall, the students appreciated the educational value
of the novel learning design, underscoring the positive impact of
the authentication of general chemistry to increase the course relevance
and learning outcome for first-year students.