Pre-lab assignment and discussion to enhance students' benefit from lab sessions

Habib, Abrar

doi:10.1109/econf51404.2020.9385499

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Students were required to turn in their prelab document before starting the experiment. According to a previous study, prelaboratory preparation helps one develop a sense of ownership, increases students’ performance in a lab, and positively impacts students’ learning . In this study, it was observed that students have more opportunities to consolidate and clarify their ideas when required to do prelaboratory planning.…”

Section: Resultsmentioning

confidence: 59%

“…According to a previous study, prelaboratory preparation helps one develop a sense of ownership, increases students' performance in a lab, and positively impacts students' learning. 33 In this study, it was observed that students have more opportunities to consolidate and clarify their ideas when required to do prelaboratory planning. In the next stage of conducting the experiment and collecting data, the psychomotor domain of students was assessed on the basis of several criteria as shown in the rubrics.…”

Section: ■ Results and Discussionmentioning

confidence: 81%

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Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

et al. 2021

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Chemistry is one of the STEM (science, technology, engineering, and mathematics) subjects that has been perceived as an unattractive subject among students due to its scientific theories and practices in a laboratory. Practical and scientific writing skills are two crucial components in chemistry courses, including at the Pre-University level, thus requiring educators to design activities that integrate both skills in chemistry learning. This article describes the assessment using a projectbased learning approach to assess students' practical and scientific writing skills for the Organic Chemistry course at the Universiti Malaysia Sarawak Foundation in Science program. A total of 72 Pre-University science students participated in a Chemistry Group Project assessment. The students were divided into 6 groups and asked to write a proposal on the basis of a chosen title, conduct laboratory work, collect data, and prepare a final report. The assessment was conducted in a single semester from learning week 1 to learning week 17. Results of this study were collected through the submitted proposal, final reports, practical sessions, and students' feedback. Students obtained good marks for practical and scientific writing with average marks of 84.9% and 84.4%, respectively. The results revealed that implementing the Chemistry Group Project as project-based learning leads to increased performance in practical and scientific writing skills and social skills among Pre-University students. Therefore, the Chemistry Group Project should be conducted as one of the learning activities and practical approaches at the Pre-University level.

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Section: Resultsmentioning

confidence: 59%

Section: ■ Results and Discussionmentioning

confidence: 81%

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

et al. 2021

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“…Both prelab quizzes and posted online lab demonstration videos have been shown to be quite effective in preparing students for lab and maximize the effectiveness of the lab session [16][17][18], particularly for large classes. The ten-question quiz was generated from a pool of, on average, fifteen questions so that students were presented with a randomized set of questions with each attempt.…”

Section: Prelab Quizzes Using Jove and Youtube Videosmentioning

confidence: 99%

Impact of lab experiences on student knowledge and confidence

Haase,

Furukawa,

Hardesty

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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She is also chair of the JHU Applied Biomedical Engineering Master's Program. Natsuki FurukawaI'm a PhD student at Johns Hopkins University majoring in Biomedical Engineering. I obtained my Bachelor's degree (2017) and Masters degree (2019) in pharmaceutical sciences at The University of Tokyo before coming to the US. I had the opportunity to be involved in a required sophomore course, "Biochemistry and Molecular Engineering" as a head TA in 2020 and 2021.

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Redesigning Laboratory Learning for Undergraduate Science Students: A Cross-Canadian Student Perspective

Campbell¹,

Hick²,

Banks³

et al. 2023

Change: The Magazine of Higher Learning

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Pre-lab assignment and discussion to enhance students' benefit from lab sessions

Cited by 4 publications

References 3 publications

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Impact of lab experiences on student knowledge and confidence

Redesigning Laboratory Learning for Undergraduate Science Students: A Cross-Canadian Student Perspective

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