The Role of the Laboratory in Chemistry Instruction

Elliott, Michael J.; Stewart, Kym; Lagowski, J. J.

doi:10.1021/ed085p145

Cited by 113 publications

(83 citation statements)

References 7 publications

(7 reference statements)

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“…The exact form or nature of the laboratory experience, however, has been the subject of much debate in the literature (Bennett, Seery, & Sovegjarto-Wigbers, 2009;Buntine et al, 2007;Domin, 1999;Elliott, Stewart, & Lagowski, 2008;Pickering, 1993;Reid & Shah, 2007;Talanquer, 2012). Reid and Shah (2007) presented a general set of goals that chemistry laboratory experiences should include, such as making chemistry real to the student, allowing the student to learn practical and scientific skills, and developing general skills such as problem solving ability.…”

Section: Introductionmentioning

confidence: 99%

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

Brewer

Cinel

Harrison

et al. 2013

IRRODL

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In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

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Section: Introductionmentioning

confidence: 99%

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

Brewer

Cinel

Harrison

et al. 2013

IRRODL

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“…[7] This is because good understanding of laboratory instructions in the educational process is associated with excellent learning of chemistry. [8] Laboratory inquiry, well-organized learning communication, measuring students' meaningful learning, students' participation and applying experimental work in chemistry curricula are all necessary to enhance the learning and establish the teaching experience in more interactive and more effective way in the Laboratory. [9,10] We believe that any practical work should aim to encourage careful recording of laboratory observations, promote simple scientific methods of thought, and develop skills, base training on problem solving.…”

Section: Introductionmentioning

confidence: 99%

Laboratory Activities to Introduce Carbohydrates Qualitative Analysis to College Students

Elzagheid¹

2018

WJCE

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This paper presents practical applications of a laboratory inquiry for systematic chemistry learning of carbohydrates. In the laboratory inquiry, students are requested to perform qualitative tests for monosaccharides, disaccharides, and polysaccharides. In addition to that, students are instructed to distinguish specific sugars from non-specific ones. The chemical knowledge and concepts of organic chemistry are actively used to reinforce the previous learning. Such practical activities promote students' readiness for their future career as lab technicians. Our approach is also to link all written laboratory activities with infographics or illustrations to facilitate well understanding of all practical laboratory steps.

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“…La realización de prácticas de laboratorio en las ciencias experimentales es esencial para motivar al alumnado y para la adquisición de contenidos procedimentales importantes en su formación académica y en su futuro ejercicio profesional (ACS, 2013;Domin, 1999;Elliott, 2008;Hofstein, 2003;NSTA, 2013). Sin duda, las prácticas de laboratorio constituyen una herramienta fundamental en las carreras científicas.…”

Section: Introductionunclassified

“…Este enfoque es crucial para incentivar la competencia de "aprender a aprender". Básicamente, cuanto más implicado está un estudiante en una actividad dada, más y mejor aprenderá, tal y como pone de manifiesto el cono de la experiencia de Dale (Herreid, 2012;Sprawls, 2008).La realización de prácticas de laboratorio en las ciencias experimentales es esencial para motivar al alumnado y para la adquisición de contenidos procedimentales importantes en su formación académica y en su futuro ejercicio profesional (ACS, 2013;Domin, 1999;Elliott, 2008; Hofstein, 2003; NSTA, 2013). Sin duda, las prácticas de laboratorio constituyen una herramienta fundamental en las carreras científicas.…”

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Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales

Pérez

García

Cortés

et al. 2018

Libro De Actas IN-RED 2018: IV Congreso Nacional De Innovación Educativa Y Docencia en Red

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Traditional laboratory experiments are critical to the learning process across all areas and levels of study in science subjects. However, along with hands-on experiments, virtual labs have received considerable attention over the past several years due to the popularisation of ICT tools in Education, which may help teachers consider multiple learning styles to pursue meaningful learning. In this regard, studies concerning pupils' experiences with both approaches are needed. The main aim of this study is to analyse the impact of the use of both virtual and hands-on labs in basic science subjects (BSS) in Health Sciences university degrees. For this reason, we have analysed different variables: general assessment, level of satisfaction, increase in motivation and increase in academic performance concerning BSS, as well as gender differences in the perception of both methodologies.A total of 129 undergraduate students from one Spanish university (degree in Dentistry) participated in the study. The results point out to statistically significant differences in favour of traditional labs in all the considered parameters.In conclusion, the results point out the importance of carrying out hands-on experiments to boost students' motivation and performance. Keywords: laboratory, ICT, simulation, interactivity, active learning. Resumen Las prácticas de laboratorio tradicionales juegan un papel protagonista en la enseñanza de las ciencias en todas las áreas y niveles. Sin embargo, en los últimos años la popularidad de los laboratorios virtuales ha aumentado significativamente, debido a que la aplicación de las herramientas TIC en educación permite atender adecuadamente a la diversidad del alumnado y fomentar el aprendizaje activo. En este sentido, resulta necesario estudiar las experiencias del alumnado con ambos enfoques. 270 Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales 2018, Universitat Politècnica de ValènciaCongreso IN-RED (2018) IntroducciónEn la enseñanza del siglo XXI, las TIC (Tecnologías de la Información y Comunicación) aplicadas a la educación (es decir, las TAC, Tecnologías del Aprendizaje y del Conocimiento) ocupan un lugar protagonista. Con su uso, se pretende fomentar una mayor implicación por parte del alumnado, lo cual constituye la base del constructivismo (Coll, 2007;Hyslop-Margison, 2007;Phillips, 1995;Pozo, 2006;Spencer, 1999), que fomenta el aprendizaje activo y significativo (Freeman, 2014;Michael, 2006;Pinto, 2008;Prince, 2004). Esta corriente es especialmente importante en las orientaciones metodológicas que los expertos proponen a los docentes de las asignaturas de Ciencias (Pinto, 2008;Pozo, 2006;Rocard, 2007; Sanmartí, 2009), fomentando la comprensión frente a la mera memorización, esto es, desarrollando habilidades cognitivas de orden superior, de acuerdo con la taxonomía de Bloom de los objetivos didácticos (Cook, 2013;Krathwohl, 2002).Con el auge de Internet y las TIC (Livingstone, 2012), no sólo la enseñanza presencial tradicional...

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The Role of the Laboratory in Chemistry Instruction

Cited by 113 publications

References 7 publications

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

Laboratory Activities to Introduce Carbohydrates Qualitative Analysis to College Students

Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales

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