Laboratory Research Projects in Undergraduate Environmental and Analytical Chemistry

Abstract

Inquiry-and context-based learning (IBL and CBL, respectively) can lead to improved student outcomes, including increased motivation and interest, the development of critical thinking skills, and improved assessment results. This study outlines the application of IBL research projects in third-year university Environmental Chemistry and Analytical Chemistry subjects that also incorporate elements of CBL. Informal student surveys were administered to determine student perceptions of the projects. Students reported that the projects improved their critical thinking, communication, and experimental design skills. They also appreciated being able to investigate a single topic in depth and that the projects reflected the work of real scientists. Students also commented that subject administration, the clarity of marking schemes, and access to resources needed improvement. Improved guidance was also a common theme.

Implementation of the Experimental Design Outcome in the Chemical Engineering Degree Program at Technical University of Madrid (GIQ-ETSII-UPM)

“…A significant percentage of students are more comfortable in a structured or guided method since their main objective is to pass the subjects and they are reluctant to get involved in teamwork. In this sense, it is necessary to think on how to motivate them and make them understand the benefits of a free investigation; a similar response is indicated in the research by Scarborough et al 29 Due to the learning obtained in those experimental subjects, more than 75% of the GIQ-ETSII-UPM students want to carry out their Final Degree Projects (TFG) in experimental and research topics. This may be explained by the increase in the identity and the scientific capacity of the students.…”

“…A significant percentage of students are more comfortable in a structured or guided method since their main objective is to pass the subjects and they are reluctant to get involved in teamwork. In this sense, it is necessary to think on how to motivate them and make them understand the benefits of a free investigation; a similar response is indicated in the research by Scarborough et al …”

“…Although the main goal of this paper is the outcome “Research Skills”, classified as systemic in the Tuning Project, it is also intended to expose the overall design strategy of the entire curriculum in terms of experimental subjects. Different authors have studied the use of inquiry-based experiments in the teaching of various subjects, such as general chemistry, ,, biochemistry, physical chemistry, − environmental and analytical chemistry, and organic chemistry . However, this paper analyzes the use of this philosophy throughout a degree’s curriculum, involving and interconnecting all experimental subjects of Chemistry and Chemical Engineering.…”