Using a Thematic Laboratory-Centered Curriculum To Teach General Chemistry

Abstract

This article describes an approach to general chemistry that involves teaching chemical concepts in the context of two thematic laboratory modules: environmental remediation and the fate of pharmaceuticals in the environment. These modules were designed based on active-learning pedagogies and involve multiple-week projects that dictate what content is taught and in which order the content is presented. Students were expected to design experimental procedures, analyze data, and communicate their results. A description of the two laboratory modules is included along with a week-by-week description of the student experience.

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

“…Project-based learning has been implemented both in the classroom and in the lab (55)(56)(57)(58)(59)(60)(61)(62)(63)(64)(65)(66)(67)(68)(69)(70) and can also be used to teach an entire course (71)(72)(73). In this case the laboratory and classroom experiences are combined into one activity (74).…”

An examination of student outcomes in studio chemistry

“…Moreover, students express dislike when lecture and laboratory are not well-aligned (Bieron et al, 1996), and concurrent enrollment in laboratory has been shown to improve retention and performance in introductory chemistry lectures (Matz et al, 2012). Because of these concerns about time, cost, and laboratory alignment with course learning objectives, instructional strategies in introductory chemistry courses have evolved to include emphasizing laboratory as the central component (Bopegedera, 2011;Hopkins and Samide, 2013), integration of laboratory components into lecture (Larsen et al, 2013), and a complete integration of laboratory with all other components of the course in what we refer to as a studio course.…”

Enhancing Student Engagement with a Small-Scale Car That Is Motion-Controlled through Chemical Kinetics and Basic Electronics

“…T he challenge of getting engineering students of nonchemical majors engaged in introductory chemistry courses has been a subject of interest for a number of authors. 1−3 Various approaches are possible for the purpose of engaging students, including developing a theme surrounding the instruction process, 4 constructing an instrument for chemical applications, 5 and using social interaction and tactile technologies. 6 Fostering student interest is also accomplished through the laboratory experience, for example, by implementing inquirybased lab activities that promote social interaction 7 or even by creating dedicated rooms that simultaneously serve as classroom and laboratory space for semester-long projects.…”

“…Various approaches are possible for the purpose of engaging students, including developing a theme surrounding the instruction process, constructing an instrument for chemical applications, and using social interaction and tactile technologies …”