Improving the School-to-University Transition: Using a Problem-Based Approach to Teach Practical Skills whilst Simultaneously Developing Students' Independent Study Skills

Autor/in	Smith, Catherine J.
Titel	Improving the School-to-University Transition: Using a Problem-Based Approach to Teach Practical Skills whilst Simultaneously Developing Students' Independent Study Skills
Quelle	In: Chemistry Education Research and Practice, 13 (2012) 4, S.490-499 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c2rp20096a
Schlagwörter	Study Skills; Chemistry; Independent Study; Skill Development; Transitional Programs; Problem Based Learning; Teaching Methods; Learning Activities; Laboratory Training; Laboratory Procedures; Questionnaires; Student Attitudes; Teacher Attitudes; Participant Satisfaction; Praxis; Science Process Skills; Science Course Improvement Projects; Instructional Design; Instructional Development; Curriculum Implementation; Feedback (Response) + Suchen Sie Ihr Suchwort? Studientechnik; Chemie; Selbststudium; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Laborkunde; Laboruntersuchung; Fragebogen; Schülerverhalten; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung
Abstract	Despite being criticised for placing little emphasis on thinking, the majority of laboratory work at school level is taught "via" expository "recipe-style" labs. This has been seen to result in students struggling to be able to apply the practical techniques they have learnt in the classroom outside the narrow environment in which they were taught. This paper describes the design, trial and evaluation of a collection of ten practical activities which use a problem-based approach to laboratory instruction to deepen the students' understanding of the standard laboratory techniques they would be expected to know on entering an undergraduate chemistry laboratory. The practical activities have been trialled by over 100 students in eight different schools and feedback obtained "via" student questionnaire and informal comments provided by teachers. Compared to typical laboratory instruction, the students find the problem-based practical activities more interesting and better for making them think. Over 80% of the students indicate that the problem-based activities are "good" or "very good" for the application of practical techniques. Furthermore, the problem-based practical activities scored favourably compared to a typical laboratory activity for developing the students' independent study skills, team working and communication skills, scientific writing and research skills. (Contains 4 tables.) (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	2017/4/10