The Development, Implementation and Evaluation of Alternative Approaches to Teaching and Learning in the Chemistry Laboratory (original) (raw)
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Chem. Educ. Res. Pract., 2007
A PBL laboratory-based module for first year undergraduate chemistry has been developed and successfully implemented. Its aim was to develop the students' practical and transferable skills, as well as their content knowledge and scientific understanding, and also to address the concern expressed in the literature over the effectiveness of the traditional laboratory courses to achieve these aims. The PBL module also encouraged students to prepare for their laboratory session in an active and collaborative manner through pre-lab exercises. By combining elements of group work, discussion, hands-on activities and alternative assessment methods, the students were provided with an environment conducive to meaningful, deep learning. We describe how the PBL module was developed by adapting the experience for the students rather than changing the experiments. Specific examples from analytical, physical and organic chemistry are given with a focus on the pre-laboratory exercises, associated group work, and the assessment methods, as well as on the actual practical work. [Chem.
A hurdle too high? Students' experience of a PBL laboratory module
Chemistry Education Research and Practice, 2009
The experience of a cohort of students enrolled in a Year 1 chemistry laboratory module delivered through a problem-based learning approach was studied. The methodology involved both qualitative and quantitative data analysis. The results show that students had a very positive attitude toward the PBL approach.The data suggests that a high proportion of students felt that learning and enjoyment in the PBL laboratory were better than in the traditional laboratory. Furthermore, by the end of the module, 83% of students indicated a preference for the PBL approach, and a similar percentage indicated they would choose to continue this alternative approach into their second year. The study also suggests that those who have little background in chemistry struggle more with the alternative approach at first, but over time the difference is reduced. Ability to do calculations is found to be a significant factor in whether students prefer the traditional or PBL approach.
Student views of a PBL chemistry laboratory in a general education science course
Interdisciplinary Journal of Problem-based Learning, 2021
Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a university general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem in which each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Midsemester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses: two viewpoints were positive about the PBL experience (Motivated learners and Committed to my group) and one was negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.
Effect of Problem-Based Learning on Students' Achievement in Chemistry
The study investigated the effect of problem-based learning on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning materials, teachers' pedagogical skills etc. Several studies, for instance Monitoring Learner Achievement (MLA) project conducted by UNESCO and UNICEF have shown no improvement in the performance of South African students in Mathematics and Science. Quasi-experimental design was employed for the study. 101 equivalent students were selected for the study using pre-test. The control group was taught with the traditional lecture method whiles the experimental group received instruction with PBL. Independent Ttest was used for the analysis. Results showed that there was significant difference (p < 0.05) in chemistry achievement of students between control and the experimental group while there was no significant differences in the before the study. The results show that PBL is an effective way for to teach chemistry so as to improve students' critical thinking and problem solving skills.
Creating an assessment and feedback strategy for problem based learning chemistry courses
Since the first widespread implementation of Problem Based Learning (PBL) in medical teaching in the 1960s (Woods, 1996; Boud, et al., 1998), this pedagogical approach has become increasingly popular in the teaching on physical science programmes (Williams, et al., 2010). PBL approaches to learning and teaching are based around student-focused enquiry with a particular emphasis on the development of high level skills including the application of abstract discipline specific knowledge to ill-defined interdisciplinary research questions and the ability to communicate the findings of a project to a range of diverse audience types. This paper will describe the strategies adopted by the University of Leicester’s Department of Chemistry to develop suitable assessments for PBL courses. The paper will include a discussion of the need to develop authentic assessments which are suitably aligned with the context of the problem and the expectations of undergraduate chemistry students. The paper will describe a number of examples from the chemistry degree programme and will include discussion of how the PBL process allows the effective integration of formative assessment throughout the problem solving process. The paper will also include a discussion of how effective assessment of PBL activities can be used to help students make connections between different components of a course and to develop as individuals throughout a course by reflecting on earlier experiences and adapting their approach to future tasks as appropriate. References: Boud D. and Felletti G. E., (1997), The challenge of problem-based learning, Kogan-Page London. Williams, D. P., Woodward, J. R., Symons, S. L., Davies, D. L., (2010), Group problems in problem-based learning, Chem. Ed. Res. Pract., 11, 32-42. Woods D. R., (1996), in Problem-based learning: helping your students gain the most from PBL, McMaster University, Hamilton (http://chemeng.mcmaster.ca/pbl/pbl.htm Accessed 6thJuly 2015).
ABSTRACT This study investigated the effects of guided discovery and demonstration methods against lecture method on students’ attitudes, conceptual change and achievement in some chemistry concepts at senior secondary school level. A total of 230 senior secondary one (SS1) chemistry students were involved in the study. This number was made up of 110 males and 120 females from five secondary schools in Ahoada West Local Government Area of Rivers State of Nigeria. A quasi-experimental research design (a non- randomized pretest- posttest control group) was used for the study. Cronbach Alpha was used to establish the reliability of the Chemistry Students’ Conceptual Change Test (CSCCT), Chemistry Achievement Test (CAT) and Chemistry Attitude Scale (CAS). The reliability coefficients of CSCCT, CAT and CAS were 0.642, 0.678 and 0.738 respectively.Mean and standard deviation were used to analyze the research using mean and standard questions. Hypotheses were tested using analysis of covariance (ANCOVA). From the findings, it was observed that guided discovery method was most effective in facilitating students’ conceptual change, achievement and attitudes to practical chemistry (acids and bases). This was followed by demonstration method while lecture method was found to be the least facilitative. The result of the study provided the empirical evidence that attitude is dependent on teaching methods. It is shown also, that conceptual change is a function of teaching methods. The result also, indicated that achievement is a function of teaching methods. Students’ mean scores in their conceptual change due to teaching methods were significant. Students’ achievement mean scores in practical chemistry (acids and bases) were significant. Students’ attitude mean scores in practical chemistry (acids and bases) were significant. The interaction effect of gender and teaching methods on students’ conceptual change mean scores in practical chemistry (acids and bases) were not significant. The interaction effect of gender and teaching methods on students’ achievement mean scores in practical chemistry (acids and bases) were significant. The interaction effect of gender and teaching methods on students’ attitude mean scores in practical chemistry (acids and bases) were not significantly different. The interaction effect of location and teaching methods on students’ conceptual change mean scores in practical chemistry (acids and bases) were not significant. The interaction effect of gender and teaching methods on students’ achievement mean scores in practical chemistry (acids and bases) were significantly different. The interaction effect of gender and teaching methods on students’ attitude mean scores in practical chemistry (acids and bases) were not significantly different. The study recommended among others that guided discovery and demonstration methods should be used by teachers in teaching practical chemistry contents (acids and bases) to guarantee effective instructional delivery.
Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry
Journal of University Teaching and Learning Practice, 2015
Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students’ approaches to study and learning. TheApproaches and Study Skills Inventory for Students(ASSIST) – a 52 item inventory which identifies three learning styles (Deep, Strategic, and Surface), was given to first year undergraduate students undertaking an introductory chemistry course. Completed inventories (n=103, 85% response), included 30 BSc Biomedicine, 15 BSc Food and Nutrition, 22 BSc Geology, 18 BSc Science students, and a further 18 students on unnamed BSc pathways. The dominant learning style adopted was the Surface approach, with a mean score (SD) of 2.94 (0.54). The preference of the surface approach was consistent for all BSc pathways.There was a higher mean score for the strategic learning style in males (n= 59) compared to females (n=44) with no gender-based differences in either the deep or the surface learning st...