Adaptation of Project-Based Learning Concepts to the Organic Chemistry I Laboratory Curriculum in a Small College Environment

Autor/inn/en	Dhimitruka, Ilirian; Surendran, Geetha
Titel	Adaptation of Project-Based Learning Concepts to the Organic Chemistry I Laboratory Curriculum in a Small College Environment
Quelle	In: Journal of College Science Teaching, 52 (2023) 4, S.61-69 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Active Learning; Student Projects; Organic Chemistry; Laboratory Training; Small Colleges; College Students; Curriculum Implementation; Cooperative Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Organische Chemie; Laborkunde; College; Colleges; Oberschule; Collegestudent; Kooperatives Lernen; Schülerverhalten
Abstract	Project-based learning (PBL) research is shown to improve students' higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum. Students were asked to identify ethanol-water combinations that yield basil plant extracts rich in hydroxycinnamic acids, with optimal ultraviolet screening capabilities. The project addressed an issue of health and environmental concern that students found appealing. Instructors provided handouts, literature search guidelines, and training. Individual students solved part of the PBL project; to achieve meaningful conclusions, students were compelled to collaborate. The learning goals were to gain experience in performing an efficient literature search, performing mathematical calculations, plotting informative and aesthetic graphs, identifying relations between theoretical concepts and experimental data, and presenting conclusions to a scientific audience. Feedback was obtained using a Student Assessment of their Learning Gains instrument. Students presented their research in local conferences. The PBL sequence concept, supplementing the traditional curriculum rather than replacing it, proved to be a successful active and inclusive teaching practice. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01