Improving pre-laboratory preparation of first year university chemistry students

Rollnick, Marissa; Zwane, Stella; Staskun, Mina G.; Lotz, Sandra; Green, Gail

doi:10.1080/09500690110038576

Cited by 72 publications

(58 citation statements)

References 14 publications

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“…Unsurprisingly, pre-laboratory exercises have been found to increase students' understanding of the theory and aims underpinning the practical work, and to enhance their experience during laboratory classes because they have had the opportunity to think through the experimental design and procedures. 6,12 Technology is now a prominent educational tool of university courses, many subjects now contain significant online components. In this investigation, the effect of introducing online pre-laboratory learning resources to a second-year undergraduate analytical chemistry subject was examined.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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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.

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Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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“…Whereas, content connectivity and laboratory work can help students to initiate an investigation plan (O'Brien & Cameron, 2008;Shallcross et al, 2013;Almroth, 2015). The orientation stage of the OD3R method is able to build students' interest and motivation to remember the contents in a long-term memory (Johnstone et al, 2006;Rollnick et al, 2001;Kelly & Finlayson, 2007).…”

Section: Discussionmentioning

confidence: 99%

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Anwar¹,

Senam²,

Laksono³

2018

INT J INSTRUCTION

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The implementation of KKNI curriculum in Indonesia requires meaningful learning-so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.Keywords: biochemistry learning, laboratory work report, practical skills, scientific attitudes, meaningful learning INTRODUCTIONSince 2012, curriculum of higher education in Indonesia has changed by using the Indonesian National Qualification Framework (KKNI). This change is based on the concept of four education pillars, namely 'learning to know', 'learning to do', 'learning to be', and 'learning to live together' that are initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO). With KKNI, learning 18Meaningful Biochemistry Learning Using the Orientation … International Journal of Instruction, July 2018 • Vol.11, No.3 outcomes are expected to not only consist of knowledge but also attitudes and skills. This also happens to chemistry curriculum in higher education.Biochemistry is a course that must be taken by undergraduate students of chemistry and chemistry education programs. However, there are problems in the learning process. Students say that biochemistry is a difficult course, in which concepts to study are too many. Moreover, the concepts are irrelevant to students' life and careers (Anwar et al., 2013;Varghese et al., 2012; Afsar & Han, 2014;Anderson & Grayson, 1994;Fulton et al., 2012). In addition, there is no method that is capable of integrating study and laboratory work during learning implementation and assessment (Anwar et al., 2017).Laboratory work in biochemistry learning does not only serve to prove theories but also to stimulate and to improve skills for lifelong learning (Ottander & Greelson, 2006;Hofstein et al., 2008;Kelly & Finlayson, 2007). Until now, traditional methods remain the only choice for implementation of laboratory work. Students only duplicate methods, record investigation results, and note down the results on reports to which teaching assistants and lecturers never give feedback. To date, there is no method that integrates classroom learning and laboratory works in biochemistry learning implementation and assessment in Indonesia.Previous research has been developed to improve the implementation of laboratory works. Science Writing Heuristic (SWH) method explic...

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“…Dari hasil studi literatur telah dilaporkan bahwa metode pembelajaran inkuiri melalui kegiatan laboratorium cukup baik untuk pembelajaran kimia, misalnya Davodowitz dan Rollnick [3] untuk topik siklus reaksi tembaga, Bowen dan Phelps [4] identifikasi asam dan penentuan konsentrasi asam, dan Rollinck et al [5] untuk reaksi pengendapan.…”

Section: Pendahuluanunclassified

Upaya Meningkatkan Kualitas Proses Dan Hasil Belajar Kimia Dasar I Dengan Penerapan Metode Inkuiri Terbimbing Dengan Kegiatan Laboratorium Mahasiswa Progdi. Pend. Kimia, Pmipa Fkip Unram, Th 2011/12

Siahaan¹,

Mutiah²,

Sukib³

2012

J. Pijar MIPA

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Abstrak : Penelitian tentang pembelajaran inkuiri terbimbing dengan kegiatan laboratorium untuk meningkatkan kualitas pembelajaran kimia dasar I mahasiswa Program Studi Pendidikan Kimia FKIP Universitas Mataram. Tujuan penelitian ini untuk meningkatan aktivitas pembelajaran mahasiswa, hasil belajar, dan motivasi belajar siswa setelah diberi tindakan pembelajaran inkuiri terbimbing dengan kegiatan laboratorium. Metode yang digunakan mengacu pada prosedur penelitian tindakan kelas selama 2 siklus yang merupakan siklus dari perencanaan, tindakan, observasi, refleksi, analisis dan evaluasi. Sikus I (prinsip Le Chatelier), siklus II (tetapan kesetimbangan, Kc). Hasil dari penelitian menunjukkan bahwa pembelajaran inkuiri terbimbing dengan kegiatan laboratorium pada pengajaran kimia dapat: (1) meningkatkan aktivitas pembelajaran yang secara kuantitatif mencapai 60,33% (siklus 1(1), 68,66% (siklus 1(2) dan 85,33% (siklus 2), (2) meningkatkan prestasi belajar dari 57,19 (siklus 1) hingga 71,20 pada siklus 2, (3) meningkatkan motivasi belajar yang ditunjukkan sebesar 26,2% mahasiswa menyatakan sangat setuju, 63,8% setuju, 7,7 % kurang setuju dan 2,2% tidak setuju. Kesimpulan yang diperoleh dari penelitian ini bahwa pembelajaran inkuiri terbimbing dengan kegiatan laboratorium pada pengajaran kimia dapat meningkatkan aktivitas, motivasi dan hasil belajar siswa. Kata kunci: Pembelajaran inkuiri terbimbing, laboratorium, prinsip Le Chatelier, tetapan kesetimbanganAbstract : Research on guided inquiry learning with laboratory activities to improve the quality of learning basic chemistry I students of Chemistry Education Department the Faculty of Teacher Training Education , University of Mataram . The purpose of this research is to improve student learning activities , learning outcomes , and the motivation to study after being given a guided inquiry learning with laboratory activities. The method used is based on action research procedures in two cycles that the cycle of planning , action , observation , reflection, analysis and evaluation. Sikus I (Le Chatelier's principle ), second cycle (the equilibrium constant, Kc). The results of the study indicate that the guided inquiry learning with laboratory activities can: (1) improve the learning activity quantitatively reached 60.33 % (cycle 1 (1) , 68.66 % (cycle 1 (2) and 85.33 % (cycle 2), (2) improve the learning achievement of 57.19 (cycle 1) to 71.20 in cycle 2 , (3) increase learning motivation demonstrated by 26.2 % of students stated strongly agreed, 63.8 % agree, 7.7 % litle disagree and 2.2 % disagree. Conclusions obtained from this research that guided inquiry learning with laboratory activities can enhance the activity, motivation and student learning outcomes.

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Improving pre-laboratory preparation of first year university chemistry students

Cited by 72 publications

References 14 publications

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

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

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Upaya Meningkatkan Kualitas Proses Dan Hasil Belajar Kimia Dasar I Dengan Penerapan Metode Inkuiri Terbimbing Dengan Kegiatan Laboratorium Mahasiswa Progdi. Pend. Kimia, Pmipa Fkip Unram, Th 2011/12

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