Bridges to the Future: Toward Future Ready Graduates in Chemistry Laboratories

Autor/inn/en	Fung, Fun Man; Watts, Simon Francis
Titel	Bridges to the Future: Toward Future Ready Graduates in Chemistry Laboratories
Quelle	In: Journal of Chemical Education, 96 (2019) 8, S.1620-1629 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Instruction; College Science; Undergraduate Study; Chemistry; Inquiry; Discovery Learning; Science Laboratories; Cooperative Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Chemie; Entdeckendes Lernen; Kooperatives Lernen
Abstract	The redesign of an advanced analytical and physical chemistry practical module for senior undergraduates is described in this report. The underpinning rationale for the changes is to use cooperative learning groups placed in situations beyond their previous experience to increase the student experience of Kolb's Learning Cycle to a level greater than is usual for undergraduates. The students are required to make decisions in the context of ambiguity and unknown unknowns, hence gain experience to prepare them for research or post university life. The assessment has been aligned with the Intended Learning Outcomes; authentic group-based laboratories with Socratic questioning has been implemented for four years. Both direct (quantitative) and indirect (qualitative) measures of the effect of the changes are reported. The effectiveness of the scaffolding of the new exercises has been measured using mark outcomes, staff observations and student thoughts about what they have learned. Evidence indicates that although marks have only increased marginally (by about 1.5 marks), the differences between the old and redesigned modules are statistically significant. Similarly, a Dixon's Q analysis revealed no outliers at p = 0.05. Deep learning by students is occurring, and there seems a much higher level of engagement than previously. There are also statistically significant differences across the two sides of the module, with perceived deeper learning on the more "strictly" Socratic (analytical) side of the module. (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	2020/1/01