A Survey of the Practices, Procedures, and Techniques in Undergraduate Organic Chemistry Teaching Laboratories

Martin, Christopher B.; Schmidt, Monica; Soniat, Michael

doi:10.1021/ed200234f

Cited by 28 publications

(52 citation statements)

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“…More recently, a contributed textbook (''Green Organic Chemistry in Lecture and Laboratory'') seeks to summarize major developments made in the field during the last decade (Dicks, 2012). Surprisingly, however, a recent survey of over 130 undergraduate organic chemistry laboratories in the United States showed that although waste reduction was a significant consideration, green practical techniques were deemed relatively unimportant (Martin et al, 2011).…”

Section: Laboratory Resourcesmentioning

confidence: 99%

Green chemistry teaching in higher education: a review of effective practices

Andraos

Dicks

2012

Chem. Educ. Res. Pract.

110

122

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This account reviews published green chemistry teaching resources in print and online literature and our experiences in teaching the subject to undergraduate students. Effective practices in lecture and laboratory are highlighted and ongoing challenges are addressed, including areas in cutting edge green chemistry research that impact its teaching in the undergraduate curriculum. In particular, the influence of green chemistry on the overall teaching of organic chemistry is discussed. Challenges in teaching green chemistry 1. Examples across the chemical sub-disciplinesMost literature examples of green chemistry in the context of optimized syntheses are from an organic perspective. This includes pharmaceutically important target molecules such as sildenafil citrate (Viagrat) (Dunn et al., 2004;Dicks and Batey, 2012;Edward, 2012) and ibuprofen (Advilt) (Cann and Connelly, 2000). As such, the vast majority of green

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Section: Laboratory Resourcesmentioning

confidence: 99%

Green chemistry teaching in higher education: a review of effective practices

Andraos

Dicks

2012

Chem. Educ. Res. Pract.

110

122

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“…School science laboratories help students build up confidence and experience before they eventually enter university laboratories. If the culture of safety in science laboratories has already been inculcated in school, students would better understand the risks inherent in university laboratories, and future accidents can be avoided (Martin et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Assessing Awareness on Laboratory Safety: A Case Study in Pahang, Malaysia (Penilaian Kesedaran Keselamatan Makmal: Kajian Kes di Pahang, Malaysia)

Ta¹

2018

JPEN

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Science education emphasises on obtaining knowledge, in which includes hands-on knowledge involving experiments conducted in laboratories. However, since experiments require interactions between students, substances, and equipment, laboratories that can pose great risks to users. In this regards, the Ministry of Education Malaysia has taken proactive approach to enhance laboratory safety via School Science Laboratory Management and Safety guidebook, textbooks, and science-based practical workbooks that are used throughout secondary schools in Malaysia. It is challenging to ascertain students' awareness on laboratory safety throughout Malaysia, hence this study selected 8 secondary schools located in Pahang as case study to determine students' awareness on laboratory safety. A questionnaire was developed by focusing on five components, namely work procedure, safety equipment, handling experiments, chemical waste management, and emergency response plan, and then the questionnaire was completed by 558 science stream students from schools located at urban and rural areas. The results of this study indicate that the overall level of students' awareness on laboratory safety is at medium-high level, and this has shown that the existing measures in secondary school to enhance awareness of laboratory safety is adequate. Nevertheless, there are still room for improvement to further enhance students' awareness on laboratory safety in Malaysia.

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“…This was broadly in line with the techniques that most faculty expect students to learn at a similar level. 38 Experiments in the course were broken down into the practical techniques they contained. Experiments that were unreliable or did not contain the desired skills were either removed, replaced, or adapted so every experiment contained at least one skill or technique that we wanted students to learn (Table 1).…”

Section: Chemistry Coursementioning

confidence: 99%

Repurposing an Introductory Organic and Inorganic Laboratory Course from the Focus on Teaching Theory to the Focus on Teaching Practical Technique

et al. 2021

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A traditional laboratory course with the primary learning outcome of improving students' theoretical knowledge has received much criticism over the years due to the lack of evidence that these goals have achieved. We report our efforts to redesign a traditional first-year organic and inorganic (also known as synthetic) laboratory course from having a focus on teaching theory to the development of practical skills. With better alignment between the core learning outcomes of the course and the type of experiments embedded into the curriculum, we report that the redesigned course improved students' practical skills from a number of measures, including students' grades pre-and postcourse and from students' self-assessment of core skills in synthetic chemistry.

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A Survey of the Practices, Procedures, and Techniques in Undergraduate Organic Chemistry Teaching Laboratories

Cited by 28 publications

References 0 publications

Green chemistry teaching in higher education: a review of effective practices

Green chemistry teaching in higher education: a review of effective practices

Assessing Awareness on Laboratory Safety: A Case Study in Pahang, Malaysia (Penilaian Kesedaran Keselamatan Makmal: Kajian Kes di Pahang, Malaysia)

Repurposing an Introductory Organic and Inorganic Laboratory Course from the Focus on Teaching Theory to the Focus on Teaching Practical Technique

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