Reconstruction of undergraduate analytical chemistry laboratory course
Matilainen, R., Koliseva, A., Valto, P., & Välisaari, J. (2017). Reconstruction of undergraduate analytical chemistry laboratory course. Analytical and Bioanalytical Chemistry, 409(1), 3-10. https://doi.org/10.1007/s00216-016-9953-6
Julkaistu sarjassa
Analytical and Bioanalytical ChemistryPäivämäärä
2017Tekijänoikeudet
© Springer-Verlag Berlin Heidelberg 2016. This is a final draft version of an article whose final and definitive form has been published by Springer. Published in this repository with the kind permission of the publisher.
The Analytical chemistry laboratory course at the Department of Chemistry at the University of Jyväskylä was
reconstructed due to problems in the traditional arrangement, structure and contents of the course. The purposes of the
reform were: to increase student-centered activity, co-operation and inquiry-based learning; to strengthen the connections to
real-life; to develop students’ critical-thinking skills; and to decrease the number of drop-outs during the course. The
reconstructed course includes independent laboratory work tasks and a research project. The results of the projects are
presented in a course seminar. All of the laboratory experiments are done in groups of 8-10 students under the supervision
of the same instructor. The opinions of students and instructors were discovered through a questionnaire and an interview
study, respectively. Based on the questionnaire, 96% (year 2014) and 87% (2015) of the students were satisfied with the
course as a whole. 76% (2014) and 74% (2015) evaluated that their interest in the subject increased during the laboratory
course, and 61% (2014) and 27% (2015) found analyzing their own samples meaningful. When the students were asked to
describe their experience with the research project, 82% (2014) and 65% (2015) of their comments were classified as
positive. The students cited the research projects motivating, educational, and they enjoyed team work. Negative comments
covered mostly the practical implementation of the course. Furthermore the amount of drop-outs during the course
decreased from 53% to 6%. In conclusion the new model increased students’ interest in the subject, study motivation and
the number of students completing the course.
...
Julkaisija
Springer; Fachgruppe Analytische ChemieISSN Hae Julkaisufoorumista
1618-2642Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/26275846
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