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Issue 2, 2007
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Developing practical chemistry skills by means of student-driven problem based learning mini-projects

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Abstract

Problem-based learning mini-projects (‘PBL mini-projects’) are used as an alternative to the traditional ‘recipe-style’ laboratory teaching method with the aim of enhancing students’ experience of chemistry laboratory practicals. Small groups of students (3–4) in the second year of their degree are assigned a project title and they must devise the experimental protocol to carry it out. This teaching method better reflects real-life problem solving situations. The students responded favourably in their feedback on these laboratory classes. Class attendance and general class morale were found to be noticeably higher than in previous years. This paper describes the implementation of the PBL mini-projects in our teaching laboratories and examines some feedback obtained from the students (42 in total) and teaching staff involved over a two year period (2004/5 and 2005/6). [Chem. Educ. Res. Pract., 2007, 8 (2), 130-139]

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Publication details

The article was received on 30 Oct 2006 and accepted on 14 Mar 2007


Article type: Paper
DOI: 10.1039/B6RP90026G
Citation: Chem. Educ. Res. Pract., 2007,8, 130-139
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    Developing practical chemistry skills by means of student-driven problem based learning mini-projects

    C. McDonnell, C. O’Connor and M. K. Seery, Chem. Educ. Res. Pract., 2007, 8, 130
    DOI: 10.1039/B6RP90026G

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