Proposal Title

An Investigative and Cooperative Learning Approach to the General Chemistry Laboratory

Proposal 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

Publication Type and Release Option

Presentation (Open Access)

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Mar 11th, 4:00 PM Mar 11th, 5:15 PM

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.