Designing a Remote, Synchronous, Hands-On General Chemistry Lab Course
Designing a Remote, Synchronous, Hands-On General Chemistry Lab Course
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DOI：
10.1021/acs.jchemed.1c00559
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发表时间：
2021-09-16
影响因子：
3
通讯作者：
Yaparatne, Sudheera
中科院分区：
文献类型：
--
作者：
Bruce, Mitchell R. M.;Bruce, Alice E.;Yaparatne, Sudheera
描述了在2020年秋季学期向800名学生提供的远程同步普通化学实验室课程的开发。该课程的设计与我们的亲自实验室课程类似的课程目标，并由教师，员工和研究生助教团队开发的化学套件。这些工具包通过大学书店的租赁计划分发，为学生提供了在家里或宿舍进行动手实验的机会。为了创建远程实验室课程，该团队协商了后勤和课程问题，例如寻找昂贵的精密玻璃器皿和仪器的替代品，增加在线吸引学生的策略，减少实验的化学危害，并鼓励学生远程工作的安全文化。与一般化学实验室计划相关的TA教师专业发展研究生课程也通过包括与理解远程学习环境相关的主题得到了加强。在重新设计远程交付的实验室课程时，我们开发了新的实验（例如，校准），引入了新的参与策略（例如，标记），修改了几个实验（例如，反应热），包括基于Arduino的光谱仪（例如，可见光谱学和脉搏血氧仪），并提供新的学生支持（例如，助教随叫随到）。收集调查数据以评估学生对实践活动的评价、同步助教帮助的存在、徽章体验、实验室课程的价值以及在大流行期间参加实验室课程所面临的挑战。
The development of a remote, synchronous general chemistry lab course, which was offered to 800 students in the fall semester of 2020, is described. The course was designed with similar curricular goals as our in-person lab course and featured chemistry kits developed by a team of faculty, staff, and graduate TAs. The kits, which were distributed via a rental program through the university bookstore, provided students the opportunity to conduct hands-on experiments at home or in their dorm room. To create the remote lab course, the team negotiated logistical and curricular issues such as finding alternatives to costly precision glassware and instrumentation, adding strategies for engaging students online, decreasing chemical hazards of experiments, and encouraging a safety culture for students working remotely. A professional development graduate course for TA instructors, associated with the general chemistry lab program, was also enhanced by including topics that were relevant for understanding remote learning environments. In redesigning the lab course for remote delivery, we developed new experiments (e.g., calibration), introduced new engagement strategies (e.g., badging), revised several experiments (e.g., heats of reaction), included an Arduino-based spectrometer (e.g., visible spectroscopy and pulse oximetry), and provided new student supports (e.g., TAs on-call). Survey data was gathered to assess student evaluation of the hands-on activities, the presence of synchronous TA help, the badging experience, the value of the lab course, and challenges faced in taking the lab course during a pandemic.