Student preparation for prelab sessions

Smith, Judy

doi:10.1021/ed064p621

Cited by 1 publication

(3 citation statements)

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“…Students who were assigned to the small group sessions performed significantly better in laboratory reports overall, although the difference varied depending on the nature of the laboratory; a larger difference in performance was noted for those practicals that were based on more abstract concepts. A similar approach worked well for high school chemistry (Smith, 1987).…”

Section: (C)mentioning

confidence: 93%

“…A similar strategy was implemented as part of ongoing changes to a general chemistry laboratory course described by Smith (Smith, 1987). In this case, pre-laboratory quizzes were replaced by pre-laboratory assignments that required students to outline what data would be collected, what equipment was needed, and a workflow of the laboratory procedure.…”

Section: (B)mentioning

confidence: 99%

“…Students can develop mental models and become familiar with the whole-task procedure in a simplified setting, before entering the laboratory and completing it in reality. Both Pickering (Pickering, 1987) and Smith (Smith, 1987) demonstrate that requiring students to think about planning laboratory tasks in advance of laboratories had benefit. In particular, Pickering illustrated with his work that students who conceived overall summaries that did not dwell on specific detail tended to perform better in the laboratory than those who prepared by outlining specific task details in advance.…”

Section: Mechanisms To Support Learning In a Complex Environmentmentioning

confidence: 99%

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Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Agustian

Seery

2017

Chem. Educ. Res. Pract.

132

157

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In this article we summarise over 60 reports and research articles on pre-laboratory activities in higher education chemistry. In the first section of the review, we categorise these activities as follows. First are those intending to introduce chemical concepts, that typically take the form of a pre-laboratory lecture, pre-laboratory quizzes, and pre-laboratory discussion. Second are those intending to introduce laboratory techniques, that typically take the form of interactive simulations, technique videos, mental preparation, and safety information. Finally, a small number of activities intended to prepare students for affective aspects of laboratory work, in the form of enabling confidence and generating motivation are described. In the second section of the review, we consider a framework for design of pre-laboratory activities that aligns with the principles of cognitive load theory. We propose how the two tenets of such a framework – supporting learners in complex scenarios and provision of information necessary to complete tasks – can be considered for the case of preparing for laboratory learning. Of particular relevance is the nature of information provided in advance and that provided just in time, characterised as supportive and procedural information respectively. Finally, in the concluding section, we draw together the principles outlined in the framework and findings from reports of pre-laboratory work in chemistry to propose five guidelines for those wishing to incorporate pre-laboratory activities into their laboratory curriculum; an activity we argue has a significant literature basis for us to encourage.

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Section: (C)mentioning

confidence: 93%

Section: (B)mentioning

confidence: 99%