Design of Interactive Protocols That Help Students to Prepare for Laboratory Work

Autor/inn/en	Verstege, Sjors; Lamot, Wander; Vincken, Jean-Paul; Diederen, Julia
Titel	Design of Interactive Protocols That Help Students to Prepare for Laboratory Work
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.612-618 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vincken, Jean-Paul) ORCID (Diederen, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00541
Schlagwörter	Science Education; Chemistry; College Students; Curriculum Design; Curriculum Development; Interaction + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Chemie; Collegestudent; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interaktion
Abstract	Laboratory education makes up an extensive part of natural science education at universities. To support meaningful learning during laboratory work, students should prepare by carefully studying the protocols. The aim of this study was to design and evaluate a preparative learning material that focuses on protocol steps with the design goal to help students to (i) understand the "why" (reason or theory) of protocol steps, (ii) make practical choices, and (iii) do troubleshooting. To reach this goal, protocol steps have been enriched with theoretical, practical, troubleshooting, and/or calculation questions to form interactive protocols. This design process resulted in a list of design choices (i.e., when to include a question and how to design a question) and a showcase of questions in the interactive protocols. These interactive protocols were implemented and evaluated in a real educational setting. From the evaluation results, it was concluded that the interactive protocols were successful in preparing students for the laboratory work. After the laboratory work, students reported a more diverse and slightly less positive contribution of the interactive protocols to their understanding of the protocol steps and their ability to make practical choices. A significant difference was found in the perceived usefulness of the troubleshooting questions before versus after the laboratory work, which is suggested as a topic for further investigation. (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	2024/1/01