Prelaboratory Technique-Based Simulations: Exploring Student Perceptions of Their Impact on In-Class Ability, Preparedness, and Emotional State

Autor/inn/en	George-Williams, Stephen R.; Blackburn, Richard A. R.; Wilkinson, Shane M.; Williams, Dylan P.
Titel	Prelaboratory Technique-Based Simulations: Exploring Student Perceptions of Their Impact on In-Class Ability, Preparedness, and Emotional State
Quelle	In: Journal of Chemical Education, 99 (2022) 3, S.1383-1391 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (George-Williams, Stephen R.) ORCID (Blackburn, Richard A. R.) ORCID (Wilkinson, Shane M.) ORCID (Williams, Dylan P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01116
Schlagwörter	Simulation; Student Attitudes; College Freshmen; Chemistry; Introductory Courses; Science Instruction; Science Laboratories; Educational Experience; Skill Development; Electronic Learning; Emotional Response + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Schülerverhalten; Studienanfänger; Chemie; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungserfahrung; Kompetenzentwicklung; Qualifikationsentwicklung; Emotionales Verhalten
Abstract	Teaching laboratories are a highly complex environment that require students to master the following: technical skills, application of theory, safe working conditions, and teamwork. Often, students have had very little prior experience to prepare them for this alien and pressured environment. Prelaboratory tasks are typically considered key to mitigating this issue, with simulations being developed to help students prepare for class and also to help improve their technical abilities. Building on a prior initial study, this contribution evaluates student perceptions toward dynamic laboratory simulations as part of their freshman chemistry course. Our data shows that the majority of students found the simulations to have a positive impact on their learning experience, especially during the enforced online learning experiences that resulted from COVID-19. Students were generally found to be less anxious and more excited to attend the laboratories, and they frequently utilized their experiences with the simulations during the in-laboratory class time. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01