Grading in the undergraduate chemistry laboratory

1978 ◽  
Vol 55 (12) ◽  
pp. 791 ◽  
Author(s):  
Peter Kovacic
Keyword(s):  
Chemistry Laboratory ◽  
Undergraduate Chemistry

Analysis of the Physical Chemistry Experiment for the 12th National Undergraduate Chemistry Laboratory Tournament

Daxue Huaxue ◽  
2021 ◽  
Vol 0 (0) ◽  
pp. 2109118-0
Author(s):  
Lipeng Zhou ◽  
Xubo Zhao ◽  
Jinshuai Song ◽  
Pu Liu ◽  
Xiaomei Yang ◽  
...  
Keyword(s):  
Physical Chemistry ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Chemistry Experiment

Analysis of Physical Chemistry Experiment for the 11th National Undergraduate Chemistry Laboratory Tournament

Daxue Huaxue ◽  
2019 ◽  
Vol 34 (5) ◽  
pp. 88-93
Author(s):  
Shuying ZHU ◽  
◽  
Yi LI ◽  
Shuting WU ◽  
Yanqiong SUN ◽  
...  
Keyword(s):  
Physical Chemistry ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Chemistry Experiment

Applying Statistics in the Undergraduate Chemistry Laboratory: Experiments with Food Dyes

1998 ◽  
Vol 75 (2) ◽  
pp. 231 ◽  
Author(s):  
Kathryn A. Thomasson ◽  
Sheila Lofthus-Herschman ◽  
Michelle Humbert ◽  
Norman Kulevsky
Keyword(s):  
Laboratory Experiments ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Food Dyes

What Faculty Interviews Reveal about Meaningful Learning in the Undergraduate Chemistry Laboratory

2013 ◽  
Vol 90 (3) ◽  
pp. 281-288 ◽  
Author(s):  
Stacey Lowery Bretz ◽  
Michael Fay ◽  
Laura B. Bruck ◽  
Marcy H. Towns
Keyword(s):  
Meaningful Learning ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry

Video episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learning

2016 ◽  
Vol 17 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Kelli R. Galloway ◽  
Stacey Lowery Bretz
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Video Recording ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Affective Learning ◽  
The Self ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Affective Experiences

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N= 13) were observed and video recorded while performing one of their assigned laboratory experiments. Each student wore an action camera as well as a lapel microphone attached to a voice recorder to capture the experiment from the students' perspective. A tripod camera was also placed unobtrusively in the lab to record the student from a third person perspective. Students were interviewed within 48 hours of their video recording and asked to identify specific learning experiences in their laboratory experiment. The self-selected video episodes were shown to the students, and they were asked to describe what they were doing and why they were doing it. The students' descriptions were analyzed using Novak's theory of meaningful learning to characterize their cognitive and affective experiences. The self-identified learning experiences were dominated by descriptions of psychomotor learning with few students discussing cognitive experiences. The limited connections between cognitive and affective experiences revealed missed opportunities for meaningful learning.

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