Reasserting the Role of Pre-Laboratory Activities in Chemistry Education: A Proposed Framework for Their Design

Autor/inn/en	Agustian, Hendra Y.; Seery, Michael K.
Titel	Reasserting the Role of Pre-Laboratory Activities in Chemistry Education: A Proposed Framework for Their Design
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.518-532 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seery, Michael K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00140a
Schlagwörter	Science Instruction; Chemistry; Science Laboratories; College Science; Literature Reviews; Scientific Concepts; Lecture Method; Science Tests; Group Discussion; Science Process Skills; Simulation; Video Technology; Laboratory Safety; Learning Theories; Cognitive Processes; Difficulty Level; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Gruppendiskussion; Simulation program; Simulationsprogramm; Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article we summarise over 60 reports and research articles on pre-laboratory activities in higher education chemistry. In the first section of the review, we categorise these activities as follows. First are those intending to introduce chemical concepts, that typically take the form of a pre-laboratory lecture, pre-laboratory quizzes, and pre-laboratory discussion. Second are those intending to introduce laboratory techniques, that typically take the form of interactive simulations, technique videos, mental preparation, and safety information. Finally, a small number of activities intended to prepare students for affective aspects of laboratory work, in the form of enabling confidence and generating motivation are described. In the second section of the review, we consider a framework for design of pre-laboratory activities that aligns with the principles of cognitive load theory. We propose how the two tenets of such a framework--supporting learners in complex scenarios and provision of information necessary to complete tasks--can be considered for the case of preparing for laboratory learning. Of particular relevance is the nature of information provided in advance and that provided just in time, characterised as supportive and procedural information respectively. Finally, in the concluding section, we draw together the principles outlined in the framework and findings from reports of pre-laboratory work in chemistry to propose five guidelines for those wishing to incorporate pre-laboratory activities into their laboratory curriculum; an activity we argue has a significant literature basis for us to encourage. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01