Students’ perceptions of a project-based Organic Chemistry laboratory environment: a phenomenographic approach

2017 ◽  
Vol 18 (4) ◽  
pp. 811-824 ◽  
Author(s):  
Nikita L. Burrows ◽  
Montana K. Nowak ◽  
Suazette R. Mooring
Keyword(s):  
Organic Chemistry ◽  
Qualitative Study ◽  
Student Learning ◽  
Undergraduate Students ◽  
Chemistry Laboratory ◽  
Laboratory Environment ◽  
Laboratory Courses ◽  
Outcome Space ◽  
Undergraduate Laboratory ◽  
Organic Chemistry Laboratory

Students can perceive the laboratory environment in a variety of ways that can affect what they take away from the laboratory course. This qualitative study characterizes undergraduate students’ perspectives of a project-based Organic Chemistry laboratory using the theoretical framework of phenomenography. Eighteen participants were interviewed in a semi-structured format to collect their perspectives of the Organic Chemistry lab. Eight qualitatively different ways in which students perceived the lab were uncovered and an outcome space was derived. The findings of this work are intended to inform the design of the undergraduate laboratory curriculum in chemistry that facilitate better student learning. Implications and suggestions for design of laboratory courses based on the results of this work are also presented.

scholarly journals DIFFICULTIES OF UNDERGRADUATE STUDENTS IN THE ORGANIC CHEMISTRY LABORATORY

2012 ◽  
Vol 42 (1) ◽  
pp. 74-81
Author(s):  
Maria Gabriela Lorenzo ◽  
Ana Maria Reverdito ◽  
Mercedes Blanco ◽  
Alejandra Salerno
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Experimental Work ◽  
Data Gathering ◽  
Learning Difficulties ◽  
Opportunity To Learn ◽  
Chemistry Laboratory ◽  
Laboratory Environment ◽  
Organic Chemistry Laboratory

Experimental work supposes a unique opportunity to learn procedural contents. However, the conditions and constraints to learn procedures have not been sufficiently discussed or investigated in a laboratory environment. Students` difficulties in organic chemistry laboratory at university are described and explained. A case study (n=15 undergraduate students) was performed. The study was carried out in an actual laboratory class, using different ways for data gathering: 1) A comparison between declarative knowledge of students about experimental work and observations of procedures in class. 2) An evaluation of the effect of laboratory work on the knowledge of students related with the assembly of the apparatus. This research suggests that students’ difficulties in performing experimental work are deeply related to a deficient interrelationship between conceptual and methodological frameworks. Key words: experimental work, learning difficulties, organic chemistry laboratory, procedural contents, university.

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

How the Principles of Green Chemistry Changed the Way Organic Chemistry Labs Are Taught at the University of Detroit Mercy

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Matthew J. Mio
Keyword(s):  
Organic Chemistry ◽  
Green Chemistry ◽  
Learning Outcomes ◽  
Chemistry Laboratory ◽  
Atom Economy ◽  
Laboratory Courses ◽  
Instructional Changes ◽  
Organic Chemistry Laboratory ◽  
The University ◽  
The Way

Abstract Many logistic and instructional changes followed the incorporation of the 12 principles of green chemistry into organic chemistry laboratory courses at the University of Detroit Mercy. Over the last decade, institutional limitations have been turned into green chemical strengths in many areas, including integration of atom economy metrics into learning outcomes, replacing overly toxic equipment and reagents, and modifying matters of reaction scale and type.

scholarly journals Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

Learning environment in the undergraduate chemistry laboratory courses in Beirut

2018 ◽  
Vol 8 (1) ◽  
pp. 08-20
Author(s):  
Hanan Arnous ◽  
Zalpha Ayoubi
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Significant Proportion ◽  
Private University ◽  
Chemistry Laboratory ◽  
Laboratory Environment ◽  
Undergraduate Chemistry ◽  
Laboratory Courses ◽  
Chemistry Learning ◽  
Material Environment

The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur, and the laboratory work is considered as an integral part of most chemistry courses; however, a significant proportion of laboratory experiments remain highly prescriptive and fail to challenge undergraduate students. This study investigated the chemistry laboratory environment among 170 undergraduate students at a private university in Beirut, Lebanon. Data were collected using the Chemistry Laboratory Environment Inventory with its both versions: Actual Chemistry Laboratory Environment Inventory and Preferred Chemistry Laboratory Environment Inventory. The findings of this study showed that the students prefer a chemistry learning environment with greater levels of integration and material environment, but less level of open-endedness. Suggestions for improving chemistry laboratory learning environments are provided. Keywords: Chemistry, laboratory, undergraduate courses, learning environment.  

scholarly journals FUNdamental Developments in the Undergraduate Organic Chemistry Laboratory

2020 ◽  
Author(s):  
Monika R. Snowdon
Keyword(s):  
Organic Chemistry ◽  
Organic Synthesis ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Chemistry Laboratory ◽  
The Past ◽  
Interesting Topic ◽  
Improved Learning ◽  
Organic Chemistry Laboratory

The undergraduate lab for organic chemistry varies from campus to campus. However, the consensus from students does less so. In general, organic chemistry is one of the most daunting courses for science undergraduate students, and the content presented in the corresponding laboratories of these courses can be equally difficult. There has been a shift towards modifying the content of the organic chemistry lab to make it an improved learning experience for the students, such that schools are graduating better chemists, as ultimately, the students are retaining the skills and information more efficiently. This study reviews some of the past decade's improvements towards modifying the organic chemistry undergraduate lab experience to make organic synthesis a more engaging and interesting topic for students.

scholarly journals Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

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