A Process for Developing Introductory Science Laboratory Learning Goals to Enhance Student Learning and Instructional Alignment

Autor/inn/en	Duis, Jennifer M.; Schafer, Laurel L.; Nussbaum, Sophia; Stewart, Jaclyn J.
Titel	A Process for Developing Introductory Science Laboratory Learning Goals to Enhance Student Learning and Instructional Alignment
Quelle	In: Journal of Chemical Education, 90 (2013) 9, S.1144-1150 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed4000102
Schlagwörter	Introductory Courses; Science Laboratories; Behavioral Objectives; Chemistry; College Science; Science Instruction; Models; Alignment (Education); Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Einführungskurs; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Ausland; Kanada
Abstract	Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of faculty members from various chemistry subdisciplines and the service goals of such a course should be addressed. To optimize the instructional impact of limited laboratory contact time, achieve learning gains in basic and transferable (i.e., valuable in other sciences) laboratory learning content, and establish departmental consensus, a model was created for LG and assessment development that was inspired by interdisciplinary science laboratory LGs implemented at Rice University. These newly developed processes and materials were used to enhance the introductory chemistry laboratory curriculum at the University of British Columbia, involving a large (>1700 student) laboratory program. This model has potential to guide alignment and build consensus within, and possibly across, science laboratory instructional programs. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10