The introduction of relevance into a chemistry laboratory course for non-scientists

D’Auria, J.M.; Gilchrist, Anne; Johnstone, Justine

doi:10.1021/ed047p508

Cited by 6 publications

(12 citation statements)

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“…Several innovative ideas on stimulating the interest in chemistry through laboratory have been described (6)(7)(8)(9)(10). Their realization, however, needs small student to instructor ratios, longer and more flexible laboratory hours with concomitant increases in work loads of students, faculty, and staff.…”

Section: Discussionmentioning

confidence: 99%

Practical alternatives to laboratory in a basic chemistry course

Dubravcic¹

1979

J. Chem. Educ.

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Practical Alternatives to Laboratory in a Basic Chemistry Course Any instructor who has ever supervised a laboratory for rion-chemistry majors and has carefully observed students at work must have often come to conclusions like these: "This is, indeed, an eye-opening experiment for our students. They are learning a lot of things here which they should remember for a long time to come. This should be of tremendous help in their study of chemistry." We had been guided by similar subjective impressions from the past when introducing, in 1971, our Basic Chemistry course and decided,, therefore, to add a laboratory to the 3 hours of lecture per week. While the expectations remained high for a long time, the rising costs of materials and services prompted us soon to question the merits of a laboratory. This paper describes an attempt to evaluate moTe objectively the contribution of laboratory experience on the student achievement in an elementary, oneterm chemistry course and suggests some less expensive alternatives.

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Section: Discussionmentioning

confidence: 99%

Practical alternatives to laboratory in a basic chemistry course

Dubravcic¹

1979

J. Chem. Educ.

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“…The laboratory course for nonscience majors has been described briefly in a previous report (6). It consists of one lecture (1 hr) and one lab session (4 hr) per week for 13 weeks.…”

Section: Laboratory Course For Nonscience Majorsmentioning

confidence: 99%

Projects in freshman and nonscience oriented laboratory classes

D’Auria¹,

Chesin²,

Palmer³

1976

J. Chem. Educ.

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“…Some research-oriented laboratory programs for freshman students have been instituted at either small, usually liberal arts colleges (3), or at institutions which seem fortunate enough to have expensive equipment for their undergraduate courses (4). There have also been reports of programs designed with the nonscience major specifically in view, in which instructional objectives are somewhat "diluted" (5). All these rather unstructured programs become impractical in the context of larger universities with extremely high class enrollments and varied student backgrounds.…”

Section: Program Design and Descriptionmentioning

confidence: 99%

“…Since we were primarily interested in studying the effectiveness of the learn/challenge-cycle approach, we did not attempt any great degree of innovation in the actual topics selected for the units. They were: (1) general laboratory techniques, (2) chromatography, (3) tions, (4) organic analysis, and (5) spectrophotometry. Since these were topics already covered in our undergraduate laboratory programs, very little expenditure was needed in terms of new equipment or reagents.…”

Section: Program Design and Descriptionmentioning

confidence: 99%

Cookbook versus creative chemistry: A new approach to research-oriented general chemistry laboratory

Venkatachelam¹,

Rudolph²

1974

J. Chem. Educ.

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Cookbook versus Creative ChemistryA new approach to research-oriented general chemistry laboratoryThe importance of the laboratory in chemistry instruction is generally accepted by most educators. However, many general chemistry laboratory programs, in the opinion of the authors, suffer from some or all of the following drawbacks: (1) the educational objectives of laboratory instruction are often vague, and seldom stated, (2) most laboratory programs at the undergraduate level follow a "cookbook" approach, (3) the emphasis is generally on how to do the experiment and arrive at results known beforehand, i.e., very little importance is given to understanding the principles or logic underlying the experimental approach.

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The introduction of relevance into a chemistry laboratory course for non-scientists

Cited by 6 publications

References 0 publications

Practical alternatives to laboratory in a basic chemistry course

Practical alternatives to laboratory in a basic chemistry course

Projects in freshman and nonscience oriented laboratory classes

Cookbook versus creative chemistry: A new approach to research-oriented general chemistry laboratory

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