Touring the Tomato: A Suite of Chemistry Laboratory Experiments

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

Download Full-text

Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

Journal of Chemical Education ◽

10.1021/acs.jchemed.5b00523 ◽

2015 ◽

Vol 93 (3) ◽

pp. 413-422 ◽

Cited By ~ 11

Author(s):

Ginger V. Shultz ◽

Ye Li

Keyword(s):

Organic Chemistry ◽

Information Literacy ◽

Student Development ◽

Laboratory Experiments ◽

Literacy Skills ◽

Chemistry Laboratory ◽

Information Literacy Skills ◽

Organic Chemistry Laboratory

Download Full-text

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Chemistry Teacher International ◽

10.1515/cti-2020-0032 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Rose Matilainen ◽

Piia Nuora ◽

Piia Valto

Keyword(s):

Analytical Chemistry ◽

Data Collection ◽

Laboratory Experiments ◽

Work Group ◽

Research Problem ◽

Project Based Learning ◽

Chemistry Laboratory ◽

Design Phase ◽

Research Project ◽

Laboratory Course

AbstractThis study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

Download Full-text