Evidence for the Importance of Laboratory Courses

Bretz, Stacey Lowery

doi:10.1021/acs.jchemed.8b00874

Cited by 198 publications

(235 citation statements)

References 16 publications

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“…Experiments play a tremendous role in chemistry education, 1 but the impact of hands-on chemistry laboratories on students’ knowledge still requires research and better understanding. 2 During the COVID-19 pandemic outbreak and public lockout, all educators on all levels all over the world were challenged to conduct classes online. Chemistry/science school teachers were in a particularly tough situation because they had to organize teaching of not only theoretical knowledge but also practical aspects, and therefore, they needed to transfer experiments and laboratory activities to an online environment.…”

Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students’ expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers’ efforts using online experimental practices are described, as well as reflections by their students about the experiences.

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Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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“…Separately, we will stop at organizing laboratory classes in a remote format. As noted above, the specifics and peculiarities of chemical education in higher education dictate certain requirements for the implementation of experimental work [16,17]. Demonstration videos were selected for simpler works, for example, for laboratory classes to determine the heat of dissolution, neutralization, dissociation by calorimetry according to Physical Chemistry, for an experiment to obtain colloidal systems using various methods according to Colloidal Chemistry.…”

Section: Materials and The Results Of The Researchmentioning

confidence: 99%

Organization of distance education in chemistry in higher education

2021

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The study focuses on the problems of distance learning in higher natural science education (using the example of chemical education). The issues of history of development of means and methods of e-learning using remote educational technologies are discussed. The study focuses on the activities of the Department of Analytical and Physical Chemistry of Astrakhan State University in the field of organizing and conducting classes in specialized chemical disciplines with students during the period of self-isolation. Attention is paid to the organization and conduct of distance learning during the period of self-isolation, through the Moodle virtual educational environment. Advantages and disadvantages of distance learning, difficulties of conducting classes in a distance form in the discipline of “chemistry,” as well as factors ensuring obtaining quality education are considered.

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“…This commitment is evident in the dedication of teaching resources, material, equipment, and specialized space to provide students with lab experiences. However, a recent survey of the literature by Bretz (2019) found no credible evidence to support that investment of resources. Furthermore, a direct experimental test by Holmes et al (2017) found no difference in outcomes on exam questions between students who had and had not experienced the lab as a conjugate to lecture.…”

Section: Opportunities and Challenges Of The Specific Stem Disciplinesmentioning

confidence: 97%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

204

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The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

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Evidence for the Importance of Laboratory Courses

Cited by 198 publications

References 16 publications

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Organization of distance education in chemistry in higher education

The Curious Construct of Active Learning

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