Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes
Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes
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DOI：
10.1021/acs.jchemed.6b00266
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发表时间：
2016-11-01
影响因子：
3
通讯作者：
Mason, Claire E.
中科院分区：
文献类型：
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作者：
Jolley, Dianne F.;Wilson, Stephen R.;Mason, Claire E.
本项目利用视觉和批判性思维方法，为一所大型大二本科分析化学班制定了一个高等教育协同实验前训练计划，将更多的认知学习引导到实验前阶段。这使得学生在进行实验室分析之前能够进行更多的分析性思考，激励学生在上课时准备好学习材料，而不是实际练习的力学（物理过程）。这减少了在课程开始时认知超载的可能性。开发了视频演示，提供视觉演示和音频解释，以加强每个概念，并通过强制性的实验室前电子测验引导学生了解这些概念。该计划的有效性是通过学业成绩和态度调查来评估的。人们对实验前计划的态度非常积极，尤其是对电子测验。实验报告的学习成绩没有提高；然而，学生们报告说，实验前的材料对他们的学习有积极的影响，他们能够以高水平的感知准备进入实验室。考虑到学生在实验室的经历与可评估的结果一样重要，像这样的态度研究是极其重要的。
This project utilizes visual and critical thinking approaches to develop a higher education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes toward the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports; however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important.