An Investigative and Cooperative Learning Approach to the General Chemistry Laboratory
Abstract
A semester-long investigative and cooperative learning strategies have been introduced in the General Chemistry laboratory to enhance student learning and engagement; involving literature revision, method development, data analysis, and oral and written presentation. The experience was implemented in two laboratory sections, covering a total of 33 students. Different roles were assigned to these students: facilitator/encourager, timekeeper, summarizer, reflector, elaborator, and presenter. To evaluate the experience, students completed a survey and evaluated their peers and themselves with a rubric. The instructor evaluated a written report and an oral presentation. The “anti acid group” accomplished an improvement of 10% in the oral presentation and also reported better teamwork, 14% of improvement, compared to the “iron in vitamin group”. After this research experience, the “anti acid” students have shown greater interest in joining a research group in their respective faculty, demonstrating that this research experience affected them in a very positive way.
Location
Concourse
Recommended Citation
Hernandez, Griselle; Evevaria, Ileabett; Griebenow, Kai; and Diaz-Vazquez, Liz, "An Investigative and Cooperative Learning Approach to the General Chemistry Laboratory " (2010). SoTL Commons Conference. 1.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/1
An Investigative and Cooperative Learning Approach to the General Chemistry Laboratory
Concourse
A semester-long investigative and cooperative learning strategies have been introduced in the General Chemistry laboratory to enhance student learning and engagement; involving literature revision, method development, data analysis, and oral and written presentation. The experience was implemented in two laboratory sections, covering a total of 33 students. Different roles were assigned to these students: facilitator/encourager, timekeeper, summarizer, reflector, elaborator, and presenter. To evaluate the experience, students completed a survey and evaluated their peers and themselves with a rubric. The instructor evaluated a written report and an oral presentation. The “anti acid group” accomplished an improvement of 10% in the oral presentation and also reported better teamwork, 14% of improvement, compared to the “iron in vitamin group”. After this research experience, the “anti acid” students have shown greater interest in joining a research group in their respective faculty, demonstrating that this research experience affected them in a very positive way.
