Adapting Meaningful Learning Strategies to Teach Liquid-Liquid Extractions

Autor/inn/en	Wu, Nancy; Kubo, Tomohiro; Hall, Ariana O.; Zurcher, Danielle M.; Phadke, Sameer; Wallace, Rachel L.; McNeil, Anne J.
Titel	Adapting Meaningful Learning Strategies to Teach Liquid-Liquid Extractions
Quelle	In: Journal of Chemical Education, 97 (2020) 1, S.80-86 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Nancy) ORCID (Kubo, Tomohiro) ORCID (Wallace, Rachel L.) ORCID (McNeil, Anne J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Organic Chemistry; College Science; Introductory Courses; Laboratory Experiments; Science Experiments; Units of Study; Science Instruction; Active Learning; Instructional Effectiveness; Michigan + Suchen Sie Ihr Suchwort? Organische Chemie; Einführungskurs; Laboratory work; Laborarbeit; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Unterrichtserfolg
Abstract	Although teaching laboratories offer students the opportunity to act and think like chemists, in many cases students simply follow written procedures to generate predetermined outcomes. In recent years, there has been a movement toward inquiry-, problem-, and discovery-based learning. In a similar vein, the first-semester introductory organic chemistry laboratory curriculum at the University of Michigan was recently overhauled, informed by the strategies of meaningful learning. The new course consists of three interconnected modules, and we present herein the second module, which focuses on liquid-liquid extraction (LLE). In the first week, students learn how to perform LLE by designing their own separation of a dye mixture, gaining an understanding of how the solution pH impacts molecular structure and solubility. In the second week, they practice using LLE by designing a separation method to remove a pollutant from water, and then, in the third week, they apply LLE to isolate a reaction product. We assessed student learning through a writing assignment at the end of the three-week module. We also assessed how the overall course affects student understanding of LLE concepts and their confidence in the lab. Our findings suggest that this learn, practice, apply approach for teaching LLE leads to modest learning gains and increased confidence. (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