A modification of a conventional expository physical chemistry laboratory to accommodate an inquiry/project-based component: method and students"™ evaluation
| dc.contributor.author | Tsaparlis, G. | en |
| dc.contributor.author | Gorezi, M. | en |
| dc.date.accessioned | 2015-11-24T16:56:00Z | |
| dc.date.available | 2015-11-24T16:56:00Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/10379 | |
| dc.rights | Default Licence | - |
| dc.title | A modification of a conventional expository physical chemistry laboratory to accommodate an inquiry/project-based component: method and students"™ evaluation | en |
| heal.abstract | The conventional style of laboratory instruction is the expository one, which is instructor-centred, has a 'cookbook' nature, and has been criticized for placing little emphasis on thinking. Inquirybased activities are more student-centred, requiring the learners to generate their own procedures. In this paper, a modification of a conventional expository physical chemistry laboratory to accommodate an inquiry/project-based component is presented. During the performance of the project experiments, students were dedicated, patient, and enthusiastic. The writing of the report and the oral presentation of the project were the most demanding tasks. Student evaluation of the work through written questionnaires showed that the large majority were in favour of collaborative work. Working in groups of four was acceptable. Project work was judged superior for the development of a number of abilities, notably communication skills (searching and using English literature, public presentation, collaboration, etc.). Abilities related to the psychology of learning as well as the students' personal image also benefited. The connection of chemistry with everyday life and modern applications proved very attractive. The uneven contribution of the members of the group appeared to be a serious problem in collaborative work. Traditional versus constructivist students (with respect to their learning beliefs) demonstrated a similar attitude towards collaborative learning, with some constructivist students having certain reservations. A number of suggestions made by the students for improving this approach, as well as its difficulties are also discussed. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.identifier.primary | 10.1080/14926150509556647 | - |
| heal.identifier.secondary | http://www.tandfonline.com/doi/pdf/10.1080/14926150509556647 | - |
| heal.journalName | Canadian Journal of Science, Mathematics, and Technology Education | en |
| heal.journalType | peer reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 2005 | - |
| heal.publisher | Routledge | en |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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