‘Named Small but Doing Great’: An Investigation of Small-Scale Chemistry Experimentation for Effective Undergraduate Practical Work

Abstract

In theory, practical work is an established part of university-level chemistry courses. However, mainly due to budget constraints, large class size, time constraints and inadequate teacher preparations, practical activities are frequently left out from chemistry classroom instruction in most developing countries. Small-scale chemistry (SSC) experimentation in which one uses miniature chemical equipment can drastically reduce quantities of chemicals used during experimentation, which can help overcome some of the barriers preventing practical work in the chemistry classroom. This study evaluated the effectiveness of using miniature chemical equipment at the undergraduate level in increasing students' understanding of chemistry concepts as well as in improving their attitude towards chemistry practical work. Two comparable groups of firstyear students who enrolled for a Practical General Chemistry course participated. A quasi-experimental design was employed in which the experimental group (N = 49) used the SSC approach while the control group (N = 52) followed the traditional approach for over 8 weeks. Data were gathered using chemistry tests, attitude and perception questionnaires and interviews. Findings showed that the SSC approach was as effective as the traditional laboratory approach in improving students' attitude towards practical work, but more effective in enhancing students' understanding of chemistry concepts. More interestingly, SSC was positively accepted by both students and instructors as an effective strategy for teaching first-year undergraduate chemistry practicals. Some shortcomings of the approach were also identified.

The Integration of Green Chemistry Principles into Small Scale Chemistry Practicum for Senior High School Students

“…In reality, chemistry learning cannot be separated from practical work or laboratory work. Practical work allows the students to improve the conceptual understanding, master the practical laboratory skill, and gain learning motivation (Ural, 2016;Tesfamariam et al, 2017). Practical work in chemistry gives students opportunities to gain laboratory skills through scientific investigations and hands-on activities Thus, practical work enhances learning and development of conceptual understanding (Abdullah et al, 2009).…”

Exploring Students’ Acquisition of Manipulative Skills during Science Practical Work

“…There is consensus throughout the literature that students have difficulties using and handling scientific apparatus proficiently (Fadzil & Saat, 2013;Ferris & Aziz, 2005;Grant, 2011;Hamza, 2013;Tesfamariam, Lykknes & Kvittingen, 2015;Wickman & Ostman, 2002). Research by Delargey (2001) and Buffler, Allei and Lubben (2001) have shown that science laboratory activities at the school level are also vital in preparing students for their higher education level.…”

“…This claim, also supported by Wickman and Ostman (2002), demonstrated that university students learn science by using previous science experiences in school successively. According to Tesfamariam, Lykknes and Kvittingen (2015), the barriers in conducting laboratory work were mainly due to budget constraints, large class size, time constraints, and inadequate teacher preparations. Thus, practical activities are frequently omitted from classroom instruction in most developing countries.…”

“…Thus, practical activities are frequently omitted from classroom instruction in most developing countries. The aforementioned studies (Fadzil & Saat, 2013;Ferris & Aziz, 2005;Grant, 2011;Hamza, 2013;Tesfamariam, Lykknes & Kvittingen, 2015;Wickman & Ostman, 2002) clearly illustrate that insufficient opportunities in performing experiments at school level might affect students transition to higher learning institution as they may encounter much difficulty in the future because of the lack of skills and experience.…”

On students’ perception of low‐cost experimental equipment. Distillation in small‐scale

“…in Moldavien oder Georgien) [5]. Darüber hinaus stammt der Großteil an Untersuchungen zu Low-Cost-Materialien aus Ländern wie Ghana, Tansania, den Philippinen oder Teilen Südafrikas, in denen der Rückgriff auf kostengünstige Materialien aufgrund schlechter Grundausstattung oftmals die einzige Mçglichkeit darstellt, überhaupt Schülerexperimente in großer Zahl durchführen zu kçnnen [6,7]. Die Übertragbarkeit der Ergebnisse dieser Studien auf Schülerinnen und Schüler deutscher Schulen -beispielsweise hinsichtlich einer Veränderung des Interesses an den Naturwissenschaften -ist allerdings fraglich, da diese in der Regel das Experimentieren mit klassischen Labormaterialien gewohnt sind.…”