What does students’ recognition of procedural mistakes in the chemistry laboratory tell us?

Yiğit, Elif Atabek; ŞENÖZ, Ahmet Burak

doi:10.1080/1554480x.2021.1975544

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…On the other hand, visible blunders of inappropriate use of equipment or harmless violations of safety rules could be intentionally included in a video and be a first instance of class discussion (“ Find the mistake(s). ”), − but should subsequently be noted as such.…”

Section: Discussionmentioning

confidence: 99%

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

Schwarz,

Kuonen

2023

J. Chem. Educ.

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We present a showcase of our experience with videos complementing analytical chemistry lectures to familiarize undergraduate students with instrumental element analysis. This includes a detailed account of how we planned, produced, and utilized a video to review the course content at the end of the semester. The analytical case study focused on the determination of magnesium in two well water samples with emphasis on flame atomic absorption spectroscopy, while also comparing results with inductively coupled plasma optical emission spectroscopy and titration measurements. During the lecture, we engaged students by asking them for suggestions on how to carry out the measurements before showing the respective video sections. A survey among the students revealed a remarkably positive response to this approach. We demonstrate our video production approach by making decisions and choices from the video production, such as recording and editing, explicit and conclude with practical advice for planning and producing similar videos to visualize case studies.

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Section: Discussionmentioning

confidence: 99%

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

Schwarz,

Kuonen

2023

J. Chem. Educ.

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Self-Directed Learning in the Analytical Chemistry Laboratory

Alkan

2023

Advancing Self-Directed Learning in Higher Education

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Self-directed learning is an approach that includes educational features in which the learner assumes the responsibility of learning and decides what, how, where, and when to learn. Self-directed learning steps are similar to Kolb's experiential learning steps. In experiential learning, students' learning experiences become more meaningful because they are presented with a series of processes or activities such as thinking, observation, and application. The study was designed in a mixed method. The sample group of the research consists of 20 pre-service chemistry teachers. Data were collected with inquiry skills scale and qualitative analyze laboratory form. The difference between the pretest and posttest scores was examined by Wilcoxon Signed Rank test. The qualitative data obtained from the form were analyzed by content analysis. As a result of the research, it was determined that experiential learning is meaningful in improving the inquiry skills of chemistry teacher candidates. The effect of experiential learning on inquiry skills is also supported by other research results.

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What does students’ recognition of procedural mistakes in the chemistry laboratory tell us?

Cited by 2 publications

References 32 publications

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

Self-Directed Learning in the Analytical Chemistry Laboratory

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