Merging Old and New: An Instrumentation-Based Introductory Analytical Laboratory

Jensen, Mark B.

doi:10.1021/ed500546d

Cited by 3 publications

(2 citation statements)

References 22 publications

(31 reference statements)

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“…Jensen 81 developed an analytical chemistry curriculum based on instrumental analysis with a final PBL component. In the PBL module, students designed their own problem statement and were encouraged to incorporate knowledge from other science courses to reaffirm the multidisciplinary nature of chemical analysis.…”

Section: Use Of Pbl In Instrumental Analysismentioning

confidence: 99%

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

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With a growing number of global challenges related to the environment, water, public health, and energy, there is an imminent need to teach chemistry in the context of its interconnectedness with other systems. Project-and problem-based learning are student-centered learning approaches which offer educators the opportunity to engage learners in solving complex real-world problems. By choosing a globally relevant project/problem and requiring students to utilize scientific methods to solve the problem, both problem-based learning and project-based learning are excellent strategies for educators to teach chemistry using a systems approach. This review summarizes key research studies which utilize project-and problem-based learning in the context of enabling learners to confront global problems and the wide applicability of these approaches to systems thinking.

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Section: Use Of Pbl In Instrumental Analysismentioning

confidence: 99%

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

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“…The idea of flipped classrooms has been introduced at several well-known universities over the past two years, with a majority of the modules centered on theoretical learning. Although the success rate varies between the modules, most students welcome this new technology-enhanced learning approach with open arms. − Even so, laboratory modules have not adopted the flipped classroom model due to various reasons. In particular, there is the concern that having students view a video rather than perform the actual scientific experiment would deprive them of experiential learning opportunities.…”

Section: Introduction Information Technology In Teachingmentioning

confidence: 99%

Using First-Person Perspective Filming Techniques for a Chemistry Laboratory Demonstration To Facilitate a Flipped Pre-Lab

Fung

2015

J. Chem. Educ.

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The current model of flipped classroom ensures that learning is not being restricted to the brick and mortar setting. Lessons can be conducted anywhere, anytime, as long as there is a good internet connection. Most of the flipped classroom and e-lectures are videos recording PowerPoint slides with a human voice as the audio instruction. In laboratory teaching, flipped pre-lab is not typical. The closest it gets is the filming of laboratory demonstration using a handheld camcorder. How can we captivate the audience in a manner that will make it an even more realistic demonstration? The application of a small device, GoPro camera, empowers the demonstrator to teach his students with a new perspective.T o date, there are numerous pedagogical methods concerning chemical laboratory teaching at the high school and college levels. As we enter the 21st century where the use of technology is omnipresent, education at the college level should not do away with tools that enhance learning. High-school students who enter the college chemistry laboratory for the very first time may be apprehensive toward handling apparatus and chemical equipment. The fear of operating laboratory equipment creates a potential danger that might impede student learning; watching a video from a first person perspective may ameliorate that fear. In my laboratory teaching, the flipped classroom method utilizing the GoPro camera was used to educate students on the background information on the experiments using a first-person (FP) technique. This unique FP mode allows one who is unfamiliar with the parameters of the laboratory to have a virtual pre-lab experience before they embark on the actual experiment. This mode of teaching has been implemented for an advanced organic synthesis laboratory.

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Merging Water Research, Analytical Chemistry, and Agile Management to Shape Prospective Professionals through the Project-Centred Collaborative Approach Focusing on Water Bodies rather than Water Samples

Gros

2021

Sustainability

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Professionals of different disciplines, including chemists and chemical engineers, engage in water research, even though they might not have been extensively trained in it during their studies. We describe a project-centred master level subject “Water as a Hydrogeological, Ecological, and Analytical System”, which, by focussing on waterbodies instead of a particular aspect of water quality, merges total analytical process with water research and, by a considerate choice of chemical parameters, enables students to apply water-research-specific data-treatment techniques, including the Piper and Stiff diagram, to discuss water genesis, processes in water, and influences on waterbodies. Agile management, initiated in computer engineering in 2001, is believed to contribute to better products in a shorter time. We demonstrate how its incorporation into the organisational scheme helped students self-organise, handle their projects, and collaborate within and between groups. Student’s expressions confirm their overall satisfaction, motivation, and that the omission of the final classical exam had no adverse effects on the learning outcomes. Their consent with different benefits of the project-centred collaborative approach and their self-efficacy beliefs, respectively, expressed as mean values in a five-grade Likert scale ranged from 4.26 to 5.00 and from 4.32 to 5.00. Regarding the students’ time investment, the project-centred approach as the mean grade 3 confirmed is not recognised as an easier way. We provide partially self-calculating, self-notifying Excel spreadsheet tables as Supplementary Material to ease the implementation of water research data-treatment techniques, which help students collaborate and discuss their subject extensively.

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Merging Old and New: An Instrumentation-Based Introductory Analytical Laboratory

Cited by 3 publications

References 22 publications

Promoting Systems Thinking Using Project- and Problem-Based Learning

Promoting Systems Thinking Using Project- and Problem-Based Learning

Using First-Person Perspective Filming Techniques for a Chemistry Laboratory Demonstration To Facilitate a Flipped Pre-Lab

Merging Water Research, Analytical Chemistry, and Agile Management to Shape Prospective Professionals through the Project-Centred Collaborative Approach Focusing on Water Bodies rather than Water Samples

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