The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students' Cognitive, Affective, and Psychomotor Learning
The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students' Cognitive, Affective, and Psychomotor Learning
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DOI：
10.1021/acs.jchemed.8b00637
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发表时间：
2019-06-01
影响因子：
3
通讯作者：
Grove, Nathaniel P.
中科院分区：
文献类型：
--
作者：
Enneking, Kory M.;Breitenstein, Graham R.;Grove, Nathaniel P.
尽管许多人对实验室的价值和实用性表示关注，但实验室在普通化学课程中占据重要地位已有世纪之久。为了潜在地提高我们的普通化学课程的能力，我们开发并实施了一个混合实验室课程，包括交替的面对面和虚拟实验室实验。本研究试图更好地了解这种混合方法对学生的认知，情感和心理学习的影响。结果表明，学生教使用混合方法开发了类似的认知和心理技能相比，学生教使用传统的实验室课程，但是，他们对化学的情感前景显着较低。
The laboratory has occupied an important place in the general chemistry curriculum for well over a century, despite the fact that many have voiced concern about its value and utility. In an effort to potentially increase capacity in our general chemistry courses, we developed and implemented a hybrid laboratory curriculum that consisted of alternating face-to-face and virtual laboratory experiments. This study sought to better understand the impact that this hybrid approach had on students' cognitive, affective, and psychomotor learning. The results suggest that students taught using the hybrid approach developed similar cognitive and psychomotor skills in comparison to students taught using a traditional laboratory curriculum; however, their affective outlook toward chemistry was significantly lower.