Education research-based experiences

Developments in the physical chemistry laboratory since the publication of the germinal text by Schwenz and Moore (/) are categorized and reviewed. The categories examined include modem instrumentation, current topics in chemistry, integrated laboratories, and developments based on chemical education research. New experiments involving traditional instrumentation and topics are include but are not reviewed extensively. 

Interestingly, there were two significant gaps in the recommendations. The first was the lack of recommendations for education research on the physical chemistry laboratory, although in his contextual article (2), McCay called for future assessment of the experiments developed by the Pew Mid-Atlantic Cluster. The second related lacuna was in an absence of education research based revisions of the physical chemistry laboratory as a whole. 

In addition to these systemic approaches, I found two examples of individual experiments that were revised with an eye to the chemical education research. One is Long and coworkers revisiting of the Spectrum of I2 (12). Long et al. have developed a set of activities, based on education research, to facilitate the learning of the concepts critical to understanding this experiment. The approach has been carefully assessed and showed positive results both in student attitudes and understanding. 

The research-based approach to laboratory education achieves many educators goals for the undergraduate laboratory curriculum (Nagda et al. 1998 Wenzel 2003 Lopatto 2004 Seymour et al. 2004), such as increasing student motivation (Module author 4) and developing an interest in the topic (Student 4). CASPiE modules place the students laboratory work in the context of ongoing scientific research and, in turn, increase student motivation for the laboratory work. Students acquire hands-on laboratory skills as they carry out their experiments. 

In summary, enhancing chemistry teachers knowledge, skills, and experience, regarding chemical education research can contribute to the development of a research-based practice in the chemistry classroom. 

National Science Education Standards and in the content of Chemical Education Towards Research-Based Practice. Two major chemistry textbooks were produced in the earlier wave of reforms ChemStudy and the Chemical Bond Approach (CBA). Both were more inquiry-based than most of the textbooks in use today. An examination of the CBA laboratory manual shows that experiments at the beginning of the textbook were quite structured but became much less so later in the book. The final experiment in any sequence is a blank page on which students create the entire investigation. 

As with all research, manuscripts must undergo peer review. Many authors who submit research to chemical education research features or Journals are surprised when their manuscripts are critiqued for drawing conclusions unsupported by their data. Sometimes this is a result of not developing researchable questions or not selecting an appropriate methodology that controls for intervening variables. But in some cases, the critique centers on the construction of inappropriate conclusions based upon the data collected or analyzed. Cooper (Chapter 11) addresses this point and demonstrates how the use of a theoretical basis for an experiment can help interpret the significance of research results. 

McAleese, R. (1988). From Concept Maps to Computer Based Learning the Experience of NoteCaids. Aberdeen University Teaching Centre, University of Aberdeen. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. 

The method proposed here has taken ideas from those approaches descrihed in section 2. The method cannot he defended on the strength of experimental findings. Although the empirical evidence presented in sections 4.3 and 4.4 seems to demonstrate that it is successful, the amount of evidence is still limited. The method is presented for consideration as an easily reproducible and implementable method that hopefully can be used by most people with limited experience. It is hoped that the method is consistent with the perspectives of other researchers and users of CRS-based teaching. As in the case of TEFA, the method is based on established ideas in educational research. 

In order to reach these five objectives, the PAR research model for science education is described as a cooperative process of practitioners and accompanying scholars. To achieve such research-based innovation, the cyclical model of brain storming, evaluation, reflection, and revision is applied. Any ideas for classroom innovation are continually compared to the evidence available from empirical research. In order to coimect these two areas, relevant research evidence is presented to the teachers by the university researcher in a group discussion format. Empirical results are also compared to actual teaching experiences in the classroom and examined with respect to the needs and wishes expressed by teachers for their day-by-day situation in school. 

It is characteristic of U S. labor markets for scientific and engineering persormel to experience severe shortages and overcompensating excesses. Now is the time for the federal government and tmiversities to build a research and education base in academia that can respond flexibly and efficiently to the persormel demands that will inevitably come. Now is the time to prepare a cadre of chemical engineers who will interact as easily and successfully with life scientists as chemical engineers cmrently do with chemists and physicists. 

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