2000
DOI: 10.1021/ed077p1314
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Implementation of Traditional and Real-World Cooperative Learning Techniques in Quantitative Analysis Including Near Infrared Spectroscopy for Analysis of Live Fish

Abstract: It is important for a modern quantitative analysis laboratory course to contain gravimetric and volumetric analysis exercises implemented with standard unknowns. By analyzing unknowns, students learn crucial laboratory skills. It is also advantageous to introduce real-world samples and cooperative learning structure into the lab course. A one-semester sophomore course at Idaho State University is divided into two parts: students individually perform traditional unknown analyses, and as groups, they study an aq… Show more

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Cited by 11 publications
(10 citation statements)
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“…Certainly, learning chemistry using instrumental techniques applied to a kind of molecule within the framework of a PBL approach is not a novelty. However, the most extended choice along the years has been focused on developing experiences based on a unique instrumental technique. Those cases were limited to the better specific understanding of the principles and practical operation of a technique. However, taking into account the huge importance of the capability of students to discriminate between different techniques in a pharmacy curriculum, examples including a collection of techniques seem to be more adequate in promoting critical thinking.…”
Section: Introductionmentioning
confidence: 99%
“…Certainly, learning chemistry using instrumental techniques applied to a kind of molecule within the framework of a PBL approach is not a novelty. However, the most extended choice along the years has been focused on developing experiences based on a unique instrumental technique. Those cases were limited to the better specific understanding of the principles and practical operation of a technique. However, taking into account the huge importance of the capability of students to discriminate between different techniques in a pharmacy curriculum, examples including a collection of techniques seem to be more adequate in promoting critical thinking.…”
Section: Introductionmentioning
confidence: 99%
“…Many possible ways to structure cooperative learning groups and to utilize cooperative learning methods have been described in the literature (13,16,17,18,19,20)). Examples of the use of cooperative or collaborative group learning in general (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31), analytical (32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44), biological (45,46), inorganic (47), organic (48)(49)(50)(51)(52)(53), and physical (54-56) chemistry courses have been described, although this is by no means an exhaustive list of all of the published examples on the use of group learning methods in the laboratory or classroom components of chemistry courses.…”
Section: Collaborative Learning In the Classroommentioning
confidence: 99%
“…These are mainly statistical methods, but many instructors believe that they are best taught to chemistry students by chemists with experience from solving real problems. Several articles in this Journal have also outlined suitable experiments and exercises to teach multivariate calibration (2)(3)(4)(5)(6), pattern recognition (7)(8)(9), design of experiments (10)(11)(12), and simplex optimization (13)(14)(15)(16)(17)(18). Statistical design of chemical experiments was also discussed before the chemometrics era (19,20).…”
mentioning
confidence: 99%