Mental practice as a technique to improve laboratory skill development

Beasley, Warren; Heikkinen, Henry W.

doi:10.1021/ed060p488

Cited by 8 publications

(5 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…De Meo groups approaches such as discussion and advanced written work under a general theme of mental preparation (DeMeo, 2001). Most of the reported work in chemistry laboratory education on mental practice is reported by Beasley (Beasley, 1979(Beasley, , 1985Beasley & Heikkinen, 1983). This involved prompting students to think out in their mind the steps they will complete in an experimental technique (a titration), and to relate these steps to an illustration provided.…”

Section: (B)mentioning

confidence: 99%

Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Agustian

Seery

2017

Chem. Educ. Res. Pract.

124

157

View full text Add to dashboard Cite

In this article we summarise over 60 reports and research articles on pre-laboratory activities in higher education chemistry. In the first section of the review, we categorise these activities as follows. First are those intending to introduce chemical concepts, that typically take the form of a pre-laboratory lecture, pre-laboratory quizzes, and pre-laboratory discussion. Second are those intending to introduce laboratory techniques, that typically take the form of interactive simulations, technique videos, mental preparation, and safety information. Finally, a small number of activities intended to prepare students for affective aspects of laboratory work, in the form of enabling confidence and generating motivation are described. In the second section of the review, we consider a framework for design of pre-laboratory activities that aligns with the principles of cognitive load theory. We propose how the two tenets of such a framework – supporting learners in complex scenarios and provision of information necessary to complete tasks – can be considered for the case of preparing for laboratory learning. Of particular relevance is the nature of information provided in advance and that provided just in time, characterised as supportive and procedural information respectively. Finally, in the concluding section, we draw together the principles outlined in the framework and findings from reports of pre-laboratory work in chemistry to propose five guidelines for those wishing to incorporate pre-laboratory activities into their laboratory curriculum; an activity we argue has a significant literature basis for us to encourage.

show abstract

Section: (B)mentioning

confidence: 99%

Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Agustian

Seery

2017

Chem. Educ. Res. Pract.

124

157

View full text Add to dashboard Cite

show abstract

“…Students are often instructed to carry out an experiment or manipulation multiple times to attain an acceptable level of physical skill. In some courses described in this Journal and in introductory chemistry lab manuals, students performed practice trials of new techniques before each laboratory activity (19,20). In others the first laboratory activity was solely devoted to the development of techniques that students will use later in the course (8,(21)(22)(23).…”

Section: A Variety Of Pedagogical Methodsmentioning

confidence: 99%

“…Mental practice was evaluated in chemistry classes by Beasley in the late 1970s (19,60,61). He randomly assigned 360 first-semester introductory chemistry students to four groups.…”

Section: Combining Physical Practice With Mental Practicementioning

confidence: 99%

Teaching Chemical Technique. A Review of the Literature

DeMeo¹

2001

J. Chem. Educ.

View full text Add to dashboard Cite

The purpose of this study was to determine through a historical review of the literature some of the most effective ways to teach manipulative skills in chemistry. I reviewed chemical education journals, laboratory manuals, early American chemistry textbooks, analytical chemistry texts, and science education textbooks and journals that have to do with instructional methods of teaching laboratory technique in the chemistry laboratory from the mid-1800s to the present. Both anecdotal and research-based findings suggest that while it may be difficult to choose the "best" method to improve students' manipulative skills, it is clear that videos can be useful media to promote skill acquisition. Using videotapes, videodiscs, CD-ROMs, and the Internet can have several advantages, such as the ability to be edited, copied, and viewed multiple times. The review of the literature also strongly suggests that some sort of mental preparation combined with physical practice can beneficially affect students' laboratory skills. Mental preparation in the form of questions, summaries, or imaginary practice is cost effective and places minimal demands on the instructor. Using verbal behavior that encourages and is responsive to the student during these prelab sessions could be very effective in promoting psychomotor skills. Lastly, feedback seems to be a key component in mastering a skill. Although not widely validated by empirical studies in the chemical education literature, feedback has been shown to improve the learning of procedural knowledge.

show abstract

“…Often lab techniques can be efficiently exercised in short 10 minute pre-lab sessions. Teaching lab techniques should be straightforward and highly structured as there usually are clear-cut instructions how things should be done accurately and safely to obtain optimal results (Beasley, 1979(Beasley, , 1983. Most likely the teacher will know best how to perform the skills.…”

Section: Execution Of Experimentsmentioning

confidence: 99%

Didaktická znalost obsahu v laboratorní výuce: Od práce s přístroji k práci s myšlenkami

Berg¹

2020

sciED

View full text Add to dashboard Cite

Před 35 lety se objevil první přehled výzkumů o efektivitě laboratorní výuky (Bates, 2008). Dospěl k závěru, že neexistují důkazy o tom, že by studenti se zkušeností s prací v laboratoři dosahovali lepších konceptuálních nebo procesních dovedností v porovnání se studenty bez těchto zkušeností. Následovala řada přehledů s podobnými výsledky (Hofstein, Lunetta, 1982, 2004; Lunetta et al, 2007; Hodson, 1993; Dillon, 2008), ty ale byly dosud většinou ignorovány. Výzkum ukázal, že laboratorní výuka – podobně jako je tomu u jiných výukových metod – často nedosahuje proklamovaných cílů a mnohá laboratorní cvičení a praktika nejsou efektivní, i když jsou náročná jak na čas učitelů a studentů, tak na potřebné vybavení. Článek analyzuje důvody neuspokojivých výsledků laboratorní výuky a podává náměty, jak ji zefektivnit. Mnohé návrhy jsou vlastně triviální, ale přesto nejsou většinou učitelů využívány. Již dlouho přitom někteří autoři referují i o úspěšných aktivitách v laboratorní výuce (např. Reif, St. John, 1979; Etkina et al, 2010), v praxi však zatím stále převažují tradiční a méně úspěšné přístupy.

show abstract

Mental practice as a technique to improve laboratory skill development

Cited by 8 publications

References 2 publications

Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Teaching Chemical Technique. A Review of the Literature

Didaktická znalost obsahu v laboratorní výuce: Od práce s přístroji k práci s myšlenkami

Contact Info

Product

Resources

About