The 20th century general chemistry laboratory: Its various faces

Lloyd, Baird W.

doi:10.1021/ed069p866

Cited by 17 publications

(18 citation statements)

References 49 publications

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“…Ed., 4(4), 327-335 2006). The discussion about laboratories and other educational techniques is very opinionated, with many scientists arguing heatedly either in favour (Blosser, 1990;Bond-Robinson, 2005;DeMeo, 2001;DiBase and Wagner, 2001;Hofstein, 2004;Johnstone and AlShuaili, 2001;Kampourakis and Tsaparlis, 2003;Lloyd, 1992;Stanholtzner, 2002;Stanholtzner, 2003) or against (Balla, 1990;Hawkes, 2004) laboratory education. Recently, the online journal Chemistry Education Research and Practice (2007) dedicated a special issue to articles about "Experiments and the Laboratory in Chemistry Education".…”

Section: Introductionmentioning

confidence: 99%

Laboratory Education in New Zealand

Borrmann

2008

EURASIA J MATH SCI T

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Laboratory work is one of the main forms of teaching used in chemistry, physics, biology and medicine. For many years researchers and teachers have argued in favor or against this form of education. Student opinion could be a valuable tool for teachers to demonstrate the validity of such expensive and work intensive forms of education as laboratory work. However, due to concerns regarding overly positive replies and a strong personal bias in opinions regarding various courses, teachers and technicians, student opinion has largely been discounted so far. A set of markers based on the strategic aims of Victoria University of Wellington, New Zealand, have been selected and used to collect student opinion. The markers appear to be independent and present a more objective view of the value of student opinion regarding laboratory education. In contrast, direct questions showed exactly the positive bias criticized by researchers and academics. The markers based on strategic aims revealed that laboratories are valued but that certain areas of this form of education require improvement. The trends collected by use of the markers were line with replies to free-form questions and could therefore present a valid option for researchers to evaluate the effectiveness of various forms of education based on the opinions of the people most concerned, the students.

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Section: Introductionmentioning

confidence: 99%

Laboratory Education in New Zealand

Borrmann

2008

EURASIA J MATH SCI T

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“…Although the content of the first-year chemistry courses over the past 100 years has switched from having a strong emphasis on descriptive inorganic chemistry during the first half of the twentieth century to fundamental physical chemistry in the last fifty years, the main goal of these introductory courses has changed very little: to introduce students to the most important knowledge, fundamental laws, principles, theories, and applications of chemistry (Lloyd, 1992a(Lloyd, , 1992b. The history of general chemistry is clearly imprinted on the popular textbooks that have been used throughout this period.…”

Section: Current Approachesmentioning

confidence: 99%

Let’s teach how we think instead of what we know

Talanquer¹,

Pollard²

2010

Chem. Educ. Res. Pract.

141

132

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Despite multiple calls for reform, the curriculum for first-year college chemistry at many universities across the world is still mostly fact-based and encyclopedic, built upon a collection of isolated topics, oriented too much towards the perceived needs of chemistry majors, focused too much on abstract concepts and algorithmic problem solving, and detached from the practices, ways of thinking, and applications of both chemistry research and chemistry education research in the 21 st century. This paper describes an alternative way of conceptualizing the introductory chemistry curriculum for science and engineering majors by shifting the focus from learning chemistry as a body of knowledge to understanding chemistry as a way of thinking. Starting in 2007, we have worked on the development and implementation of a new curriculum intended to: promote deeper conceptual understanding of a minimum core of fundamental ideas instead of superficial coverage of multiple topics; connect core ideas between the course units by following well-defined learning progressions; introduce students to modern ways of thinking and problem-solving in chemistry; and involve students in realistic decision-making and problem-solving activities.

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“…Although weaknesses of verification laboratories and the strength of inquiry activities have been reported (Domin, 1999;Gallet, 1998;Abraham et. al., 1997;Nakhleh, 1994;Lloyd & Spencer, 1994;Lloyd, 1992;Stensvold & Wilson, 1992;Lazarowitz & Tamir, 1994;, there is little research to date that has explored the kind of teaching and learning occurring in the laboratory. Student interaction and engagement, as well as instructor engagement may be the two most important factors in determining whether or not participation in the laboratory activities at the university level has an influence on student learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating the effectiveness of implementing the science writing heuristic on student performance in general chemistry

Poock

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The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.

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The 20th century general chemistry laboratory: Its various faces

Cited by 17 publications

References 49 publications

Laboratory Education in New Zealand

Laboratory Education in New Zealand

Let’s teach how we think instead of what we know

Investigating the effectiveness of implementing the science writing heuristic on student performance in general chemistry

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