EXPERIMENTAL TRAINING FOR CHEMISTRY STUDENTS: DOES EXPERIMENTAL EXPERIENCE FROM THE GENERAL SCIENCES CONTRIBUTE?

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Abstract

Project reports from 132 second semester freshman students of the Natural Sciences Basic Studies programme at Roskilde University were analysed. These 15 ECTS-point problemoriented projects should illustrate, by an example, the theme "Models, theories and experiments in science", and are chosen by the students within or across borders of the classical university subjects. The present analysis focuses on the elements of experimental work performed and reported by the students. Two assessment tools were used: The one refers to classical types of chemical experimentation; the other is formulated in broad categories of elements of experimental work, which is common to all of the natural sciences in order to embrace all different traditions of "good scientific performance". The reports witness little of the central types of practical work traditionally associated with chemistry, but much experimental experience which can be considered relevant to training in chemistry. It is argued that experimental activities not included in the traditional chemistry curriculum may contribute to the formation of a "good chemist", and that broad entrance programmes may attract more students to chemistry. [Chem. Educ. Res. Pract.: 2003, 4, 205-218]

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