TUES: Collaborative Research: A Student-Centered Organic Laboratory Curriculum Featuring Microwave-Assisted Organic Synthesis (MAOS)

该项目正在利用极快速微波辅助有机合成（MAOS）技术和新教学方法之间以前未开发的协同作用，为二年级有机实验室开发和评估以学生为中心的教学方法。通过使用 MAOS 获得的实验室时间，学生现在可以利用实验室时间进行实验设计、分析、汇报、故障排除和优化，从而实现既反映典型科学实践又有效促进理想认知结果的探究周期。这种方法改变了阿勒格尼学院、圣玛丽学院和昆斯伯勒社区学院的有机实验室教学，将重点从验证转向实验设计和知识的协作构建。正在开发和完善的实验室模块包括一系列旨在易于采用和实施的内容，包括学生实验室配套材料、实验前活动和案例研究；试剂和仪器准备表；教师指南；相关化合物的光谱；和评估细则。项目团队通过分析治疗前和治疗后的调查反应、课堂观察、学生和教师访谈以及学生实验室报告，评估学生在实验室期间的思维、内容学习以及与新教学方法相关的科学态度。

This project is taking advantage of the previously-untapped synergy between extremely rapid microwave-assisted organic synthesis (MAOS) techniques and new pedagogical approaches to develop and evaluate a student-centered instructional approach for the sophomore-level organic laboratory. With the laboratory time gained through the use of MAOS, students now use a laboratory period for experimental design, analysis, debriefing, troubleshooting, and optimization, allowing for inquiry cycles that are both reflective of typical scientific practice and effective in promoting desirable cognitive outcomes. This approach has transformed organic laboratory instruction at Allegheny College, St. Mary's College, and Queensborough Community College, shifting the focus from verification to experimental design and collaborative construction of knowledge. Laboratory modules being developed and refined include an array of content designed for easy adoption and implementation, including student lab companion materials, pre-lab activities, and case studies; reagent and instrument prep sheets; instructor's guides; spectra of relevant compounds; and assessment rubrics. The project team is evaluating student thinking during lab, content learning, and attitudes toward science associated with the new instructional approach via analyses of pre- and post-treatment survey responses, classroom observations, student and faculty interviews, and student laboratory reports.