Cookbook versus creative chemistry: A new approach to research-oriented general chemistry laboratory

Abstract

Cookbook versus Creative ChemistryA new approach to research-oriented general chemistry laboratoryThe importance of the laboratory in chemistry instruction is generally accepted by most educators. However, many general chemistry laboratory programs, in the opinion of the authors, suffer from some or all of the following drawbacks: (1) the educational objectives of laboratory instruction are often vague, and seldom stated, (2) most laboratory programs at the undergraduate level follow a "cookbook" approach, (3) the emphasis is generally on how to do the experiment and arrive at results known beforehand, i.e., very little importance is given to understanding the principles or logic underlying the experimental approach.

Developing and Implementing Multioutcome Experiments in Undergraduate Teaching Laboratories To Promote Student Ownership of the Experience: An Example Multioutcome Experiment for the Oxidation of Alcohols

“…Numerous unknown reagents are used, which lead to variances in observations, data analyses, and results. Compared to traditional single-outcome procedures, the aforementioned variances allow more unique learning experiences to occur in the classroom and create a more synergistic relationship with the associated lecture presentation. ,,, An example of an MOE recently developed and implemented into the undergraduate organic instructional laboratory explores the oxidation of alcohols. This new MOE addresses the challenges previously mentioned and also specifically reinforces the utility of NMR spectroscopy by providing access to benchtop 1 H NMR technology to undergraduate students, thereby encouraging engagement and ownership of the experiment. ,,− Commonly used NMR instruments have high operation costs, requiring the use of cryogens and specially trained staff members.…”

Creativity and Innovation Among Science and Art

“…It has been argued that no meaningful learning takes place in these laboratory spaces (Tobin and Gallagher 1987) because students spend more time determining if they obtained the correct results rather than thinking about the scientific principles being applied in the laboratory, and also because these traditional laboratory activities are designed to facilitate the development of only lower-order cognitive skills such as rote learning and algorithmic problem solving. Indeed, chemical educators offering pedagogical strategies for promoting student creativity often begin by citing the deficiencies of scripted, expository instruction (Acheron and Kikuth 2005; Drake et al 1994;Buono et al 1973; Ditzler and Ricci 1994;Miller 1993;Venkatachelam and Rudolph 1974;Lipkowitz and Daniel Robertson 2000;Gallet 1988;Zielinski 2009;Scott 2010). Domin has also shown how these different laboratory instructional styles relate to Kuhn's description of the scientific enterprise (Domin 2009).…”

Teaching Distillation Knowledge: A Video Film about Distillation Bridging a Gap Between Theory and Practice

“…However, the learning results of such experiments have been questioned by many authors, especially for the organic laboratory (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11). The problem is that students working with optimized laboratory instructions are not always aware of the rationale behind these instructions.…”