An Investigative, Cooperative Learning Approach for General Chemistry Laboratories

Autor/inn/en	Díaz-Vázquez, Liz M.; Montes, Barbara Casañas; Echevarría Vargas, Ileabett M.; Hernandez-Cancel, Griselle; Gonzalez, Fernando; Molina, Anna M.; Morales-Cruz, Moraima; Torres-Díaz, Carlos M.; Griebenow, Kai
Titel	An Investigative, Cooperative Learning Approach for General Chemistry Laboratories
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 6 (2012) 2, Artikel 20 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Cooperative Learning; Chemistry; Science Instruction; Learner Engagement; Science Laboratories; Educational Philosophy; Curriculum Development; Peer Evaluation; Learning Strategies; Statistical Analysis; Questionnaires; Outcomes of Education; Research Skills; Student Attitudes; Pretests Posttests; Comparative Analysis; Science Tests; Undergraduate Students; Course Descriptions; Student Role; Grades (Scholastic); Puerto Rico + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsphilosophie; Erziehungsphilosophie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Fragebogen; Lernleistung; Schulerfolg; Forschungsleistung; Schülerverhalten; Kursstrukturplan; Notenspiegel
Abstract	The integration of research and education is an essential component of our university's teaching philosophy. Recently, we made a curricular revision to facilitate such an approach in the General Chemistry Laboratory, to teach students that investigative approaches are at the core of sciences. The curriculum revision included new interdisciplinary experiments and a research project. Investigative, peer review, and cooperative learning strategies were introduced to enhance student learning and engagement. An environment in which students can analyze results within a laboratory session and reach comprehensive and quantitative conclusions was encouraged. To assess our results, students completed questionnaires, evaluated their peers and themselves. Instructors evaluated students through written reports, oral presentations, pre- and post test, a practical exam and a final exam. Assessments of the learning outcomes were performed to determine the level of research skills development, the improvement in laboratory techniques, and depth in analysis of concepts. The experimental designs, implementation of results, and comparisons of student performances using traditional approaches are presented. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01