Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory
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Orla C.
Kelly
*ab and
Odilla E.
Finlayson
a
aCASTeL/School of Chemical Sciences, Dublin City University, Dublin, Ireland
bFaculty of Education, University of Plymouth, Exmouth, Devon, UK. E-mail: orla.kelly@plymouth.ac.uk
Abstract
A PBL laboratory-based module for first year undergraduate chemistry has been developed and successfully implemented. Its aim was to develop the students’ practical and transferable skills, as well as their content knowledge and scientific understanding, and also to address the concern expressed in the literature over the effectiveness of the traditional laboratory courses to achieve these aims. The PBL module also encouraged students to prepare for their laboratory session in an active and collaborative manner through pre-lab exercises. By combining elements of group work, discussion, hands-on activities and alternative assessment methods, the students were provided with an environment conducive to meaningful, deep learning. We describe how the PBL module was developed by adapting the experience for the students rather than changing the experiments. Specific examples from analytical, physical and organic chemistry are given with a focus on the pre-laboratory exercises, associated group work, and the assessment methods, as well as on the actual practical work. [Chem. Educ. Res. Pract., 2007, 8 (3), 347-361.]