Laboratory instruction chemistry

Domin, D. S. (2007). Students perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice, 8, 14-152. 

The revitalization of chemistry education has received much recent attention and taken many forms. Modes of teaching, textbooks, laboratory instruction— all aspects of the chemistry curriculum have undergone scrutiny for reform. A recent National Science Foundation report, Shaping the Future New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology characterizes the nature of the most successful curricular and pedagogical improvements ... 

An integral part of a student s education in physical chemistry is laboratory/practical work. While it is generally accepted that the main purposes of laboratory work are to teach hand skills and to illustrate theory, significant problems have been identified in the science education literature about the laboratory courses, and in particular about the ineffectiveness of laboratory instruction in enhancing conceptual understanding (135, 136), and unrealistic in its portrayal of scientific experimentation (137). 

Chemistry Laboratory Instruction and Research, Journal of Chemical Education, 66, pp. 77-84 (1989). 

Smeaton, W. A. The Early History of Laboratory Instruction in Chemistry at the Ecole Polytechnique, Paris, and Elsewhere. Annals of Science 10. 1954, 224-233. 

With the adoption for the first time by the new United States Pharmacopceia of pharmacognic standards for numerous drugs. Pharmacognosy has risen to the forefront in this country as a science. While its proper comprehension requires laboratory instruction in chemistry, physics, and crystallography as well as botany, nevertheless a rather extended foundation in structural botany stands out preeminently as the most needed requirement. 

As we have seen, part of Hartmann s laboratory instruction focused on recipes found in Oswald Croll s Royal Chemistry. It was, in fact, partly through Hartmann s notes to a later edition of the text that Croll s work became familiar to chemists thereafter. At... 

Fred Leavitt, Executive Director of CCR, and I were witness to the Operation Progress workshop s success. The workshop included experience with computers, lectures on teaching chemistry by Professor Crosby, and extensive hands on chemistry focusing on micro laboratory instruction and a fascinating laboratory built completely around materials that can be purchased in local grocery and hardware stores. This creative laboratory when used by students and teachers should not only promote an interest in chemistry but underline the pervasiveness of chemistry by connecting the laboratory directly to the real world. 

Everyday common sense leads one to the conclusion that laboratory instruction should be dedicated in large part to the solution of experimental problems. Before true problems can be addressed, however, the interest of the student (and often, of the teacher) must be captured. The chemistry sets which made chemistry so attractive to youngsters in years past are now history. The REACTIVITY NETWORK Project will reintroduce many of those engaging chemical phenomena. 

Herrington, D. G Nakhleh, M. B. What Defines Effective Chemistry Laboratory Instruction Teaching Assistant and Student Perspectives. J. Chem. Ed 2003, 80, 1197-1205 (77). The article includes die entire survey that included one free response question. The findings from die qualitative analysis of the free response data are very carefiilly explained. An interrater reliability study is included. 

The use of solid aluminum heating devices was developed by Siegfried Lodwig at Centralia College, Centralia, WA Lodwig, S. N. "The Use of Solid Aluminum Heat Transfer Devices in Organic Chemistry Laboratory Instruction and Research." Journal of Chemical Education, 66 (1989) 77. 

Chapters 31 through 35 cover the analysis of the groups of cations. (Cations that create serious disposal problems are no longer included in the qualitative analysis chapters. Mercury, silver, lead, and most chromium cations have been removed.) Each chapter includes a discussion of the important oxidation states of the metals, an introduction to the analytical procedures, and comprehensive discussions of the chemistry of each cation group. Detailed laboratory instructions, set off in color, follow. Students are alerted to pitfalls in advance, and alternate confirmatory tests and cleanup procedures are described for troublesome cations. A set of exercises accompanies each chapter. 

Our project includes three major components. The first component is a learning community for first-year science majors, especially secondary teaching majors in the sciences and mathematics. The second component is a group of laboratory instructional modules developed for courses across biology, chemistry, and physics using a common piece of nanoscience instrumentation. The modules were an attempt to stress recent research in nanoscience rather than simply repeat other previously developed materials. The third component ineludes internships for upper level students (with a preference given to pre-serviee teaehers) involving module development. 

The chemistry laboratory is a place to experiment and learn. You must assume responsibility for your own personal safety and that of people working near you. Accidents are usually caused by carelessness, but you can help prevent them by closely following the instructions printed in this manual and those given to you by your teacher. The following are some safety rules to help guide you in protecting yourself and others from injury in a laboratory. 

First, by indulging his passionate belief in science for the people, he gave students the kind of hands-on education in chemistry that he had wanted as a young man. Before Frankland, students everywhere learned science from books most never even entered a laboratory. Working tirelessly over a period of 15 years, Frankland gradually changed that and dramatically improved the state of science education in Britain. He compiled a list of 109 experiments that students needed to understand firsthand in order to pass his examinations. He wrote a textbook that became a standard for chemistry instruction, in part because it incorporated his ideas on valency and organic structures and his newly developed notation system. 

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