Reconstruction of undergraduate analytical chemistry laboratory course

Matilainen, Rose; Koliseva, Anniina; Välisaari, Jouni

doi:10.1007/s00216-016-9953-6

Cited by 8 publications

(14 citation statements)

References 14 publications

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“…The course's new structure and feedback from the students and instructors has been reported previously (Matilainen et al, 2017). In this article, the focus is on the research project of the laboratory course from students' point of view.…”

Section: Structure Of the Research Projectmentioning

confidence: 97%

“…Each project had their own samples and it was possible to, for example, compare students' results to the official reference values given by the manufacturers or to the values given by the environmental authority. The basic laboratory work also included some analysis (e.g., for iron and nickel) in which the analytical precision of the results was evaluated (Matilainen et al, 2017).…”

Section: Needlesmentioning

confidence: 99%

“…The Analytical Chemistry Laboratory course at the University of Jyväskylä, has been taught since the 1960s. It was updated in 2014 (Matilainen, Koliseva, Valto, & Välisaari, 2017). The course is part of the subject studies in chemistry.…”

Section: Introductionmentioning

confidence: 99%

“…After the course was revised in 2014, it contained more cooperation, student-centered activity, and inquiry-based learning along with PjBL. In the revised model (Matilainen et al, 2017), students are divided into groups of 7-10 students. The students choose the group time which best fits their timetable when they sign up for the course.…”

Section: Introductionmentioning

confidence: 99%

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Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Matilainen

Nuora

2020

Chemistry Teacher International

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This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

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Section: Structure Of the Research Projectmentioning

confidence: 97%

Section: Needlesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Matilainen

Nuora

2020

Chemistry Teacher International

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“…Mainly, the modern trend consists in sufficiently decreasing the share of classical methods and increasing the share of instrumental methods of analysis, the metrological aspects, and computer-aided methods. Nonetheless, Bwet chemistrym ethods should still be included in basic analytical chemistry education [4,5]. In 2013 only 40% of the universities paid more attention to training in instrumental methods (more than 50% of the allocated time), and in 2017 more that 75% of classical universities placed emphasis on such methods.…”

Section: Undergraduate Analytical Chemistry Coursementioning

confidence: 99%

Current state of analytical chemistry teaching in Russian universities

Шеховцова

2018

Anal Bioanal Chem

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Water Quality Characterization Using ASTM Methods in an Undergraduate Advanced Instrumental Analysis Laboratory Course

2021

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Water analysis is an excellent interdisciplinary topic for project-based learning. An undergraduate course was designed to engage the senior undergraduate chemistry students in a real-life experience. In this course, students developed methodologies based on published American Society for Testing and Materials (ASTM) methods for the measurement of fluoride, phenols, and metals in real water samples. The procedures were utilized to analyze target analytes in real water samples from various sources, such as seawater, sewage water, swimming pool water, tap water, and drinking water in the eastern province of the Kingdom of Saudi Arabia (KSA). These areas are profoundly affected by urbanization. The students analyzed the samples by employing a portable total dissolved solids (TDS) meter, a pH/ion-selective electrode (ISE) benchtop meter, an inductively coupled plasma−optical emission spectrometry (ICP-OES), and a gas chromatography−flame ionization detector (GC-FID). The ASTM methods allowed the students to gather research-level data and study regional environmental issues. The students prepared and presented their results at the departmental conference. Through the water analysis project, students acquired field and laboratory research skills, performed a quantitative analysis of data sets, developed collaborative interactions, as well as utilized their writing and communication skills. The exposure of students to these research tools provided them with experience in dealing with the limitations of trace level analysis in real samples. The outcome of this study provided the students with an overview of how their theoretical knowledge was connected to the country's limited water sources and pollution problems.

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Reconstruction of undergraduate analytical chemistry laboratory course

Cited by 8 publications

References 14 publications

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Current state of analytical chemistry teaching in Russian universities

Water Quality Characterization Using ASTM Methods in an Undergraduate Advanced Instrumental Analysis Laboratory Course

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