Effect of an Application-Based Laboratory Curriculum on Student Understanding of Societal Impact of Chemistry in an Accelerated General Chemistry Course

被引：4
|
作者：
Demoranville, Leonard T. [1 ]
Kane, Olivia R. [1 ,2 ]
Young, Karin J. [1 ]
机构：
[1] Ctr Coll Danville, 600 W Walnut St, Danville, KY 40422 USA
[2] Hamilton Cty Sch, Dalewood Middle Sch, 1300 Shallowford Rd, Chattanooga, TN 37411 USA
来源：
JOURNAL OF CHEMICAL EDUCATION | 2020年 / 97卷 / 01期
关键词：
First-Year Undergraduate/General; Curriculum; Laboratory Instruction; Collaborative/Cooperative Learning; Communication/Writing; Hands-On Learning/Manipulatives; Problem Solving/Decision Making; Applications of Chemistry; Enrichment/Review Materials; Student-Centered Learning; CLIMATE-CHANGE; SCIENCE; FOOD; COOKING; MAJORS; SERIES; ART;
D O I：
10.1021/acs.jchemed.9b00584
中图分类号：
O6 [化学];
学科分类号：
0703 ;
摘要：
Connecting chemical concepts with real-world applications has been demonstrated to increase persistence, student attitudes, and performance. In a one-semester general chemistry course, most laboratory exercises were designed to have direct implications on real-world issues, and students were asked to consider these implications. Students blogged about an issue related to one of the lab exercises and responded to classmates' blog postings. Surveys after the implementation of the application-based laboratory curriculum suggest students were able to more clearly connect course material with the societal impact of chemistry.
引用
收藏
页码：66 / 71
页数：11
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