Staff and student opinions of the inclusion of practical work in higher education chemistry courses in England: What are the perceived objectives and outcomes?

Abstract

Practical work is seen as an essential part of science courses. However, practical work is very resource intensive and in the current HE environment, in which academics will inevitably find themselves teaching more students with fewer resources, it is important to justify the cost in terms of educational benefit and so the objectives must be clear.This report describes the results of a survey of students undertaking chemistry undergraduate courses and staff in Higher Education chemistry departments in England. These surveys aimed to ascertain the range of practical work being carried out, alongside staff and student opinions of practical work. It also examined the reasons why practical work is included in undergraduate courses and what students take away from participating.

Bridges to the Future: Toward Future Ready Graduates in Chemistry Laboratories

“…11,12 When this is coupled with the fact that laboratory work is extremely expensive to provide and demanding of student and staff time, it is no surprise that there is an emerging debate about the opportunity costs of the inclusion of laboratory work in undergraduate chemistry degrees. 13,14 Logically, it could be argued that a general course in the first year would be required for all, but beyond that, the large proportion of time spent in subsequent years by our undergraduates (up to 20% in some courses) only makes sense for those wanting to do honors research projects or see a lab-based/research career destination.…”

Opinion of pharmacy students from the Poznan University of Medical Sciences about holiday practices after the 3rd year in a community pharmacy

“…Jak podkreślił Mewis w swoich badaniach: rozwijanie umiejętności praktycznych i naukowych to najważniejsze powody realnej praktyki i pracy. Stąd bardzo ważne jest funkcjonalne wykorzystanie zdobytej wiedzy podczas studiów [6]. Studenci Uniwersytetu Medycznego w Poznaniu kierunku farmacja mogli doskonalić swoje umiejętności przy wykonywaniu leków recepturowych, jak również "zdolności miękkie" z zakresu komunikacji interpersonalnej w aptece ogólnodostępnej.…”

“…Studenci zgodnie potwierdzili, że praktyki zwiększyły ich kompetencje w zakresie wykonywania leków recepturowych. Jest to bardzo istotne, ponieważ to praktyka determinuje właściwe wykorzystanie umiejętności w przyszłej pracy [6], a dobrze zaszczepiona wiedza wśród studentów może zaowocować i wpłynąć w konsekwencji na ulepszanie zastosowanej u pacjenta farmakoterapii.…”

Repurposing an Introductory Organic and Inorganic Laboratory Course from the Focus on Teaching Theory to the Focus on Teaching Practical Technique

“…6−9 Despite performing experiments in this way, students expect laboratory courses to enhance their understanding of theory. 7,10,11 In physics education, exam scores between physics courses with and without a laboratory component were compared. 12,13 It was discovered that there was no improvement in students' exam performance where there were associated practical classes, even though improving theoretical knowledge was stated as the key purpose of having the laboratory component.…”

“…Traditionally, the primary learning objective of practical work has been to improve students’ understanding of theory taught in lectures, and this is where many of the criticisms of laboratory education lie. − There is little evidence that students achieve this goal. Instead of making connections to lecture material, students primarily focus on following instructions carefully, finishing the practical in the allotted time, and gaining the necessary data for the postlaboratory assessment. − Despite performing experiments in this way, students expect laboratory courses to enhance their understanding of theory. ,, In physics education, exam scores between physics courses with and without a laboratory component were compared. , It was discovered that there was no improvement in students’ exam performance where there were associated practical classes, even though improving theoretical knowledge was stated as the key purpose of having the laboratory component. Recently, we investigated whether students’ understanding of organic mechanisms was improved from performing associated experiments .…”