Role-Playing Analytical Chemistry Laboratories

Walters, John P.

doi:10.1021/ac00020a716

Cited by 17 publications

(25 citation statements)

References 21 publications

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“…In total, these studies, including a sizeable subset that used cooperative learning methods for four weeks or longer (14), found that cooperative learning leads to a statistically significant improvement in academic achievement. Practitioners of cooperative learning in analytical chemistry classrooms report similar improvements (3,4,6,7,9,10).…”

Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 83%

“…These positive relationships lead to decreased absenteeism, improved student commitment, and greater motivation toward learning. Instructors who use cooperative project-or discovery-based experiments for undergraduate analytical courses observe that students work longer in the lab, but rarely resent the extra time spent (3,4,7,8,11).…”

Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 99%

“…Most analytical instructors who use cooperative, project-based labs have students submit group reports (3,4,8,9,11). In another analytical program, individual exams are complemented by cooperative, take-home exams (9).…”

Section: Role Of the Instructormentioning

confidence: 99%

“…Cooperative activities can occur informally (students sitting next to each other in class or randomly grouped by the instructor are asked to work or discuss together some material), formally (groups assigned by the instructor work together for an extended period of time), or in base groups (groups assigned by the instructor work together for the entire semester or year) (2). Articles have described cooperative learning approaches in undergraduate analytical chemistry courses (3)(4)(5)(6)(7)(8)(9)(10)(11). These approaches usually involve cooperative lab exercises, although several also employ cooperative activities in the classroom (6,7,9,10).…”

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confidence: 99%

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AC Educator: Cooperative student activities as learning devices.

Wenzel¹

2000

Anal. Chem.

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Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 83%

Section: Cooperative Student Activities As Learning Devicesmentioning

confidence: 99%

Section: Role Of the Instructormentioning

confidence: 99%

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confidence: 99%

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AC Educator: Cooperative student activities as learning devices.

Wenzel¹

2000

Anal. Chem.

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“…These include problem-based learning (e.g., [1][2][3][4][5], cooperative learning (e.g., (6,7)), service learning (e.g., [8][9][10][11], and role-playing (e.g., [12][13][14][15][16]. These methods reinforce course content and also enhance communication, critical thinking, and problemsolving skills.…”

mentioning

confidence: 99%

So These Numbers Really Mean Something? A Role Playing Scenario-Based Approach to the Undergraduate Instrumental Analysis Laboratory

Grannas

Lagalante

2010

J. Chem. Educ.

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A number of pedagogical methods have been used to enhance learning in the laboratory setting. These include problem-based learning (e.g., 1-5), cooperative learning (e.g.,(6, 7)), service learning (e.g., [8][9][10][11], and role-playing (e.g., 12-16). These methods reinforce course content and also enhance communication, critical thinking, and problemsolving skills. Historically, analytical chemistry laboratories have focused on students obtaining the "right answer". In our experience teaching both quantitative analysis and instrumental analysis laboratory courses, we have found that students were more concerned with obtaining the right answer than critically thinking about the significance of the number. In an effort to help students develop critical-thinking skills in the context of analytical chemistry, we have instituted a major pedagogical change in the second-year instrumental analysis laboratory. This change first occurred in the fall 2005 semester and we have just completed the fourth year of this implementation. We have chosen to explore a multifaceted approach that combines many of the favorable components of the aforementioned learning techniques.Our goals in organizing the laboratory include (i) group or cooperative learning; (ii) real-world sample analysis; (iii) roleplaying from multiple points of the employment spectrum; (iv) exposure to multiple methods of scientific presentation including written, oral, and poster formats; and (v) development of a teaching method that could be easily adopted from standard analytical laboratories without significant laboratory development. Additionally, we have made it our strict policy that instructors or teaching assistants never tell the students the "right" answer. It is our view that in their future careers as scientists they will need to rely on their own laboratory skills and data to judge the "rightness" of an answer; there will never be an instance when they are presented with the right answer. Course DesignThe instrumental analysis laboratory course is offered to chemistry majors and is typically taken by second-year students, although upper-level students are often also enrolled. The laboratory consists of a four-hour laboratory and a one-hour recitation each week. A three-hour instrumental analysis classroom lecture course is a corequisite. Our newly designed laboratory curriculum consists of four three-week experiments, each dealing with a unique application of instrumental analysis exposing the students to approximately nine analytical instruments. We have designed laboratory-based, role-playing scenarios focused on more routine topics of pharmaceutical, forensic, environmental, and food chemistry, as well as specialized topics including gemology and art conservation that are rotated each semester.

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Progress in Practice: Exploring the Cooperative and Collaborative Dimensions of Group Learning

Coppola

1996

Chem. Educator

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Role-Playing Analytical Chemistry Laboratories

Cited by 17 publications

References 21 publications

AC Educator: Cooperative student activities as learning devices.

AC Educator: Cooperative student activities as learning devices.

So These Numbers Really Mean Something? A Role Playing Scenario-Based Approach to the Undergraduate Instrumental Analysis Laboratory

Progress in Practice: Exploring the Cooperative and Collaborative Dimensions of Group Learning

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