Pre-Lab Video Demonstrations to Enhance Students' Laboratory Experience in a First-Year Chemical Engineering Class

Autor/inn/en	Onyeaka, Helen; Passaretti, Paolo; Miri, Taghi; Hart, Abarasi; Favero, Claudia; Anumudu, Christian K.; Robbins, Phillip
Titel	Pre-Lab Video Demonstrations to Enhance Students' Laboratory Experience in a First-Year Chemical Engineering Class
Quelle	In: Biochemistry and Molecular Biology Education, 51 (2023) 1, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onyeaka, Helen) ORCID (Miri, Taghi) ORCID (Hart, Abarasi) ORCID (Anumudu, Christian K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21688
Schlagwörter	Science Laboratories; Science Instruction; Thermodynamics; Chemical Engineering; Video Technology; Instructional Effectiveness; Student Attitudes; Knowledge Level; Student Participation; Technology Uses in Education; Foreign Countries; College Students; College Science; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Thermodynamik; Chemisches Prüfverfahren; Unterrichtserfolg; Schülerverhalten; Wissensbasis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Collegestudent
Abstract	The limited capabilities of teaching laboratories, combined with an increasing number of students enrolled in university, require constant augmentation of instructional approaches. By enhancing laboratory demonstrations with digital technology, these structural issues can be addressed while at the same time enhancing student understanding and learning. Our case study focuses on the fermentation lab part of the Reaction Equilibria and Thermodynamics (RET) module, a first-year chemical engineering course at the University of Birmingham. Video demonstrations were used to introduce students to the laboratory set-ups and walk them through each step and technique. The video demonstrations allowed the students to attend the in-person lab sessions having established knowledge and understanding of the processes involved and the outcomes desired, which decreased the burden on the facilities and the staff. A knowledge-based quiz and a student survey conducted at the end of the module showed that the pre-lab videos encouraged more active participation in the laboratory sessions and reinforced learning. Approximately 70% of the students polled in the first survey conducted within this project felt more confident going into the laboratory sessions after watching the pre-lab videos and attempting the knowledge quiz, while 92% of the students polled in the second survey judged the pre-lab video sessions as beneficial to them. Overall, the teaching method has the potential to improve student participation and access, boost confidence and learning, and provided a more structured and flexible approach to laboratory learning outcomes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01