Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course

Anuar, Hafiz; Kim, Yongbeom; Tan, Tag Han; Fung, Fun Man

doi:10.1016/b978-0-12-822879-1.00010-x

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…This course is taught by two instructors; one is charged with the organic chemistry experiments, while the other instructor is focused on the inorganic chemistry experiments. 32,33 As an advanced chemistry experiment course, the organic chemistry instructor in CM3291 sets the following learning outcomes (LO) that aim to equip students with the following lab techniques:…”

Section: Covid-19mentioning

confidence: 99%

“…At the National University of Singapore (NUS), the Chemistry Department offers a laboratory course titled “Advanced Experiments in Organic Chemistry and Inorganic Chemistry” (Course Code: CM3291) for our third-year chemistry undergraduates. This course is taught by two instructors; one is charged with the organic chemistry experiments, while the other instructor is focused on the inorganic chemistry experiments. , As an advanced chemistry experiment course, the organic chemistry instructor in CM3291 sets the following learning outcomes (LO) that aim to equip students with the following lab techniques: Identify and apply safe laboratory practice by conducting comprehensive risk assessment of the experiments. Conduct multistep synthesis of organic materials independently. Isolate and purify organic compounds and coordination complexes. Use infrared and 1 H NMR spectra as diagnostic tools in the identification of synthesized compounds and assessment of their purities. Solve problems in the practical act of chemical synthesis and connect these to their prior chemistry knowledge. …”

Section: Teaching Synthetic Chemistry During Covid-19mentioning

confidence: 99%

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Exploring the Use of an Avatar-Based Online Platform to Facilitate Social Interaction in Laboratory Sessions

Pang,

Tang,

Han

et al. 2023

J. Chem. Educ.

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Online conferencing platforms such as Zoom and Microsoft Teams have been widely adopted as substitutes for physical classes during the COVID-19 pandemic. This dramatic change is accompanied by many challenges for educators to keep their students engaged online and promote live interactions to mimic a real classroom environment. While progress has been made in teaching theoretical concepts in the online setting, teaching laboratory skills online remains challenging. Such skills are usually taught and learned and require a high level of human interaction. Here, we share our experience in designing Gather.town as an online learning space for a laboratory course to facilitate social interactions during the COVID-19 pandemic. Gather.town is a video conferencing platform that allows educators to construct individualized 2D spaces and interact with other people through their avatars. The use of avatars is hypothesized to be the key difference that distinguishes it from traditional video conferencing platforms. Gather.town has also been explored by researchers from other fields to be able to enhance online learning through improved interaction between students but not yet in the chemistry education space. Empirical evidence shows that students agree that the designed Gather.town has increased social interaction in the time of online learning.

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Section: Covid-19mentioning

confidence: 99%

Section: Teaching Synthetic Chemistry During Covid-19mentioning

confidence: 99%

Exploring the Use of an Avatar-Based Online Platform to Facilitate Social Interaction in Laboratory Sessions

Pang,

Tang,

Han

et al. 2023

J. Chem. Educ.

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“…Given these circumstances, we, a team consisting of analytical chemistry researchers and faculty, would like to offer capillary electrophoresis (CE) and lab-on-a-chip (LOC) technologies, alongside mass spectrometry (MS), as topic recommendations for analytical chemistry instructors to train future-ready graduates (Figure ). These topics are included in a fourth-year undergraduate elective offered at the National University of Singapore (NUS) titled “Advanced Analytical Techniques” as part of the analytical chemistry curriculum, which builds upon third-year undergraduate courses that are both lab-based and non-lab-based courses. − The latter features instrumental analyses showcasing CE, chromatography, thermal analysis, and electroanalytical techniques. Collectively, these courses increase students’ experience of Kolb’s Learning Cycle to a level greater than usual for undergraduates …”

Section: Introductionmentioning

confidence: 99%

Keeping Analytical Chemistry Training Up-to-Date

Fung,

Widyantoro,

2024

Anal. Chem.

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The undergraduate analytical chemistry curriculum serves to equip students with the knowledge and skills for work outside of classroom training. As such, instructors face a challenging task in deciding the breadth and depth of topics for their courses to ensure their syllabi can remain up-to-date with today's needs. We propose that instructors consider covering capillary electrophoresis (CE) and lab-on-a-chip (LOC) technologies in their analytical chemistry courses. Past surveys of the curriculum show a noticeable lack of emphasis on these topics, which we feel is a missed opportunity and one that holds potential for the collective benefit of instructors and students. CE and LOCs are utilized in a diverse array of fields like biochemistry, pharmaceutical production, materials science, and environmental analysis, and their applications are becoming increasingly important amidst the growing movement toward environmentally sustainable practices and green chemistry. They are also more accessible in the analytical chemistry classroom compared with typical benchtop instruments due to the flexibility of their size and cost. This makes them easier to obtain, maintain, and transport for use and demonstration purposes. Additionally, interwoven in these topics are core concepts that are fundamental to analytical chemistry; thus, covering them will inherently reinforce students' understanding of fundamental knowledge. Therefore, we believe increased coverage of CE and LOCs can better prepare undergraduates for modern analytical chemistry work in various industries and fields of research.

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Estrategias de aprendizaje activo en la enseñanza de la química: aula invertida-técnicas de aprendizaje virtual

Gómez-Delgado,

Arteaga Fuertes

2024

Rev. UNIMAR

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En la actualidad, la academia puede centrarse en la búsqueda de nuevas metodologías de enseñanza para recrear ambientes únicos, con ventajas como la versatilidad y adaptabilidad de los recursos y del tiempo, generando nuevas posibilidades de interacción, desarrollo y aprendizaje. Además, se busca trasladar el eje central del acto pedagógico desde el profesor hacia el estudiante, transformándolo en el responsable y protagonista de su propia formación académica. Lo anterior es posible a través de la dinamización de nuevas pedagogías y modelos que invitan a centrarse en el estudiante, mediante relaciones interestructurantes de experimentación y construcción colectiva de conocimiento, con el objetivo de lograr que los actores del proceso educativo trabajen con un enfoque de aprendizaje significativo que les permita promover avances notables en la construcción del conocimiento. Un ejemplo de ello es la estrategia de Aula Invertida, estrategia que se resalta en esta revisión documental como un método de gran utilidad para que, en mediación con el saber disciplinar, en este caso, la química, se convierta en una nueva posibilidad de interacción y aprendizaje en el acto educativo. Se esperan resultados que reflejen un trabajo más independiente, seguro y con mayor apropiación de los contenidos, gracias a la disponibilidad de nuevos e innovadores recursos tecnológicos. Además, se resalta la importancia de promover estos ambientes virtuales en la educación, mediante la implementación de herramientas TIC, para dar respuesta al desafío que representan constantemente los entornos del aula educativa para las nuevas generaciones de estudiantes.

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Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course

Cited by 3 publications

References 26 publications

Exploring the Use of an Avatar-Based Online Platform to Facilitate Social Interaction in Laboratory Sessions

Exploring the Use of an Avatar-Based Online Platform to Facilitate Social Interaction in Laboratory Sessions

Keeping Analytical Chemistry Training Up-to-Date

Estrategias de aprendizaje activo en la enseñanza de la química: aula invertida-técnicas de aprendizaje virtual

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