Teaching large undergraduate chemistry classes: A challenge or an opportunity

Abstract

Teaching introductory modules and classes of undergraduate programmes can present a number of subjective and objective challenges. Objective challenges include a high degree of variation in students' prior learning experiences combined with a high student-teacher ratio. Subjective challenges include the transitional changes which first year students undergo that include cognitive, affective and physiological changes as they make the leap from the often small and secluded secondarylevel environment to the all-consuming tertiary-level environment. For introductory chemistry modules, such as General Chemistry, the pertinence of these challenges can have negative repercussions on students' acquirement of basic chemical concepts in first year which could inherently go on to hinder their successful progression through their third-level education. In an effort to tackle the challenges posed against effective learning in General Chemistry modules, this exploratory research study set out to understand how the potential incorporation of a new approach to teaching and learning would be received by the three main cohorts involved. The attitudes and recommendations of undergraduate students, post-graduate students who have a role as laboratory demonstrators and module leaders towards the potential incorporation of Student-Inquiry activities and laboratories into General Chemistry were investigated. All three cohorts welcomed the incorporation of Student-Inquiry as part of the approach to teaching and learning. While the researchers and module leaders had an initial awareness of the challenges that come with teaching General Chemistry, little was known of the potential significance of the opportunity which lay amongst these challenges.

Laboratory Research Projects in Undergraduate Environmental and Analytical Chemistry

“…Insufficient guidance has been previously identified by students as a drawback of inquiry-based projects . To counter this, it is recommended that teachers emphasize the importance of undertaking literature reviews and planning experiments before starting experimental work and appropriately scaffold the project such that students can meet the goals of the project in the given time frame. , Lazonder and Harmsen recommend providing “adequate guidance”, where enough guidance is provided such that the students can make progress but are still required to problem-solve and develop the experimental method themselves. This is opposed to “highly specific guidance”, which involves more outcome directed assistance by the teacher and could potentially remove the opportunities for student-led inquiry.…”