A PBL laboratory-based module for first year undergraduate chemistry has been developed and successfully implemented. Its aim was to develop the students' practical and transferable skills, as well as their content knowledge and scientific understanding, and also to address the concern expressed in the literature over the effectiveness of the traditional laboratory courses to achieve these aims. The PBL module also encouraged students to prepare for their laboratory session in an active and collaborative manner through pre-lab exercises. By combining elements of group work, discussion, hands-on activities and alternative assessment methods, the students were provided with an environment conducive to meaningful, deep learning. We describe how the PBL module was developed by adapting the experience for the students rather than changing the experiments. Specific examples from analytical, physical and organic chemistry are given with a focus on the pre-laboratory exercises, associated group work, and the assessment methods, as well as on the actual practical work. [Chem.

No abstract

This paper attempts to draw together students' interaction with an organic chemistry module on Virtual Learning Environment (VLE) (Moodle), their interaction with another learning support (Drop-in Science Clinic), the approach they have adopted to their learning of chemistry and their performance in the terminal end of year chemistry examination. It discusses student trends of usage of the VLE and relates this to their examination success. Their performance in the organic section of the examination is compared to that of the physical chemistry section in which the students' did not have VLE support materials. Students' usage patterns for accessing resources on Moodle were analysed. Interesting patterns of first access are shown. In general, those who interacted with the resources on Moodle did better in their terminal examinations, showing that students who were conscientious in their studies did better in their examinations.

Physical chemistry education: its multiple facets and aspectsGeorgios Tsaparlis* a and Odilla E. Finlayson b ''Physical chemistry may be regarded as an excellent school of exact reasoning for all students of the natural sciences''

No abstract