تقرير
Transformation of the Organic Chemistry Laboratory: A Movement towards an Inquiry-Based Laboratory Experience
| العنوان: | Transformation of the Organic Chemistry Laboratory: A Movement towards an Inquiry-Based Laboratory Experience |
|---|---|
| اللغة: | English |
| المؤلفون: | Shawn Daniel Montag |
| المصدر: | Online Submission. 2024Ed.D. Scholarly Research Project, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 151 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Organic Chemistry, Science Instruction, Student Attitudes, Inquiry, Laboratory Experiments, Undergraduate Students, Self Esteem, Communication Skills, Teaching Methods, Knowledge Level, Comparative Analysis, Transfer of Training, Soft Skills, Outcomes of Education, Academic Persistence, Learning Motivation, Scoring Rubrics, Problem Based Learning |
| مستخلص: | The traditional methods of teaching organic chemistry laboratories do not seem to effectively promote content retention, communication skills, or valuable soft skills. The purpose of this convergent triangulation mixed-methods, scholarship of teaching and learning action research study was to differentiate the impact of expository laboratory experiences and guided inquiry laboratory experiences on college students' perceptions of their knowledge and understanding, communication skills, and confidence levels related to organic chemistry. The overarching questions answered by this research study were (1) how do expository laboratory experiences impact college students' perceptions of their knowledge and understanding, communication skills, and confidence levels related to organic chemistry? And (2) How do guided inquiry laboratory experiences impact college students' perceptions of their knowledge and understanding, communication skills, and confidence levels related to organic chemistry? Students in the study completed a pre- and post- course survey, semi-structured interviews, oral and written laboratory reports, and a soft skills survey. The findings of this study revealed that students' perceptions of their knowledge and understanding increased as well as their persistence, motivation, and confidence levels much more as a result of the guided inquiry instruction when compared with the traditional, expository method of instruction. The findings from this study suggest that educators can deviate from traditional laboratory instruction to help students foster deeper, more meaningful connections while also nurturing critical transferable soft skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED647958 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |