Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

Abstract

This project utilizes visual and critical thinking approaches to develop a higher-education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes toward the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports; however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important. AbstractThis project utilises visual and critical thinking approaches to develop a higher-education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes towards the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports, however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important.

Developing laboratory skills by incorporating peer-review and digital badges

“…The discussion of exemplars, above, can be related to the work on pre-laboratory activities, which is extensive in chemistry education literature. Pre-laboratory videos and simulations have been described as a means of preparing students for laboratory work by reducing the cognitive load in laboratory time (Jolley, Wilson, Kelso, O'Brien, & Mason, 2016;Winberg & Berg, 2007). Recent work published in this journal suggested that pre-laboratory activities on their own did not have a significant change on student perceptions of laboratory work, but when this preparatory work was explicitly acted on in the laboratory, students negative feelings towards laboratory work decreased (Spagnoli, Wong, Maisey, & Clemons, 2017).…”

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

“…However, many comparison studies do not find any difference between physical and virtual experiments in terms of improved academic performance (De Jong, Linn, and Zacharia 2013;Jolley et al 2016). Moreover, the use of e-labs in teaching and learning chemistry, analytical chemistry in particular, fails to meet the university needs, as most virtual chemical laboratories are created for secondary schools.…”

Lernzuwachs in Blended‐Learning Laborpraktika transparent machen – Feedbackfunktionen des LMS erweitern

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