Outcome-Based Redesign of Physical Chemistry Laboratories During the COVID-19 Pandemic
Outcome-Based Redesign of Physical Chemistry Laboratories During the COVID-19 Pandemic
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COVID-19 大流行期间物理化学实验室基于结果的重新设计
DOI：
10.1021/acs.jchemed.1c00691
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发表时间：
2022
影响因子：
3
通讯作者：
Li, Jianing
中科院分区：
文献类型：
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作者：
Hamilton, Nicholas B.;Remington, Jacob M.;Schneebeli, Severin T.;Li, Jianing
我们报告了在COVID-19大流行期间为佛蒙特大学化学专业学生重新设计的物理化学实验室课程（CHEM 166）。我们是在课程改革后开始教授这门课程的，将高年级的本科实验课分为物理实验和分析化学实验。为了应对课程实施和学生参与方面的传统挑战以及疫情带来的额外限制，我们采用了基于结果的方法，以更好地将化学166与现有的物理化学课程整合在一起。我们为整个实验室课程制定了明确的学习目标，修改了每个实验以调整这些目标，并为学生提供了一个连贯的经验，以探索模型分子的结构-性质关系。根据直接及间接评估，2021年春季修读化学166课程的学生已达致整体学习目标，显示课程重新设计成功。虽然重新设计的某些方面与大流行有关（例如，额外的安全措施）可能会消退，我们将讨论如何在重新设计期间整合的其他流行病相关组件将根据其明显的积极影响进行。总体而言，这种重新设计为学生建立了一个综合结构，以增强物理化学学习体验，同时也为实践科学交流，解决问题和批判性思维方面的高级技能创造了新的机会。这项工作，作为一个有用的例子，基于结果的课程设计，可以很容易地通过其他机构和其他化学实验室课程。
We reported a redesign of a physical chemistry laboratory course (CHEM 166) for our chemistry majors at the University of Vermont carried out during the COVID-19 pandemic. We started to teach this course after a curriculum reform, which split an upper-division undergraduate laboratory course into physical and analytical chemistry laboratories. To address both traditional challenges in course implementation and student engagement as well as additional constraints imposed by the pandemic, an outcome-based approach was applied to better integrate CHEM 166 with the existing physical chemistry curriculum. We developed clear learning objectives for the entire laboratory course, revised each experiment to align those objectives, and provided students with a coherent experience to explore the structure-properties relationships of model molecules. According to direct and indirect assessments, the students taking CHEM 166 in Spring 2021 have achieved the overall learning objectives, indicating a success of the course redesign. While some aspects of the redesign associated with the pandemic (e.g., additional safety measures) may subside, we discuss how other pandemic-related components that were integrated during the redesign will be carried forward based on their apparent positive impacts. In general, this redesign established an integrated structure for students to enhance the physical chemistry learning experience, while also creating new opportunities for practicing advanced skills in scientific communication, problem solving, and critical thinking. This work, as a useful example of outcome-based course design, can be readily adopted by other institutions and for other chemistry laboratory courses.
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作者：
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作者：
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通讯作者：
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DOI：
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发表时间：
2020
期刊：
影响因子：
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作者：
A. Bopegedera
通讯作者：
A. Bopegedera