A Prelaboratory Framework toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation

Autor/inn/en	Moozeh, Kimia; Farmer, Jennifer; Tihanyi, Deborah; Nadar, Tristan; Evans, Greg J.
Titel	A Prelaboratory Framework toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation
Quelle	In: Journal of Chemical Education, 96 (2019) 8, S.1548-1557 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moozeh, Kimia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Student Attitudes; Learning Motivation; Science Instruction; Feedback (Response); Grades (Scholastic); Web Based Instruction; Multimedia Materials; Formative Evaluation; Organic Chemistry; Engineering Education; Video Technology; Instructional Effectiveness; Theory Practice Relationship; Undergraduate Students; Science Laboratories + Suchen Sie Ihr Suchwort? Schülerverhalten; Motivation for studies; Lernmotivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notenspiegel; Web Based Training; Organische Chemie; Ingenieurausbildung; Unterrichtserfolg; Theorie-Praxis-Beziehung
Abstract	Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01