A practical approach to the transition Dr Catherine Smith RSC School Teacher Fellow 2011-2012...
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Transcript of A practical approach to the transition Dr Catherine Smith RSC School Teacher Fellow 2011-2012...
A practical approach to the transitionDr Catherine SmithRSC School Teacher Fellow 2011-2012Science AST, John Cleveland College, Hinckley, Leicestershire
The challenge
‘Students often arrive with poor practical skills because of their limited use of
laboratory equipment, or the tendency of schools to rely on demonstrations.
The weakness in problem-solving ability probably stems from the difference in
teaching methods between schools and universities. Directors of Teaching
comment that universities expect independent learners whereas at schools
students are teacher-led.’
Review of Student Learning Experience in Chemistry 2008
The Higher Education Academy, Physical Sciences Centre
The challenge
Results of sampling 518 first year undergraduate students(from the Universities of Leicester, Liverpool, Loughborough, Newcastle, Northumbria, Nottingham, Sheffield, Southampton, UCL and Imperial College)
91% can use a burette with no help
80% would find it easy to calculate a solution’s
concentration
86% would find it easy to use a pipette to accurately measure a known volume
We can certainly see not much familiarity with titration for our first year students!!
and yet…….
The challenge
Review by The Gatsby Charitable Foundation
Perceptions of science staff in the 15 Russell group universities in England regarding the standard of laboratory skills possessed by new undergraduate students;
“They find it difficult to diagnose and think through problems and are quick to blame equipment rather than their own technique”
“They can’t apply these tools and these skills outside the narrow environment in which they were taught”
House of Commons, Science and Technology Committee, May 2011Practical experiments in school science lessons and science field trips (HC1060-11)http://www.publications.parliament.uk/pa/cm201012/cmselect/cmsctech/1060/1060ii.pdf
The challenge
How often in school practical experiments did you?
Results of sampling 518 first year undergraduate students(from the Universities of Leicester, Liverpool, Loughborough, Newcastle, Northumbria, Nottingham, Sheffield, Southampton, UCL and Imperial College)
A problem based approach
Science Education NOW: A Renewed Pedagogy for the Future of Europe, European Commission Directorate-General for Research, Science, Economy and Society, EUR 22845, 2007.
Kelly O.C. and Finlayson O. E., (2007), Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory, Chem. Educ. Res. Pract., 8, 347-361
Mc Donnell C., O’Connor C. and Seery M. K., (2007), Developing practical chemistry skills by means of student-driven problem based learning mini-projects, Chem. Educ. Res. Pract., 8, 130-139
The answer?
ExampleA dentist writes to the students asking them for advice as to which of three drinks; lemonade, orange juice or white wine he should recommend to his patients to minimise acid erosion of tooth enamel
The problem based practical activities
Independent study skills
Research skills
Communication
Team working
Practical skills
Scientific writing
Organisation
Evaluation
SKILLS DEVELOPED
The problem based practical activities
Problem 1 – Carbonate rocksCurriculum links; StoichiometryPractical skills; Top pan balance, accuracy
Problem 2 – A little gasCurriculum links; Maxwell-Boltzmann distribution, ideal gasesPractical skills; Excel spreadsheets, y = mx + c graph plotting and analysis
Problem 3 - Cleaning SolutionsCurriculum links; Redox, halogens, bleachPractical skills; Reacting masses, gas volumes
Problem 4 - Alcohol detectiveCurriculum links; Organic nomenclature, alcoholsPractical skills; Distillation, alcohol tests
Problem 5 - Coursework conundrumCurriculum links; Oxidation of alcohols, carboxylic acidsPractical skills; Recrystallisation, TLC
The problem based practical activities
Problem 6 - Acid erosionCurriculum links; Strong and weak acids, pH curves, indicatorsPractical skills; Titration
Problem 7 – Iodination InquiryCurriculum links; Rates of reactions, rate determining stepsPractical skills; Clock reactions
Problem 8 - Compound confusionCurriculum links; Analytical methodsPractical skills; Melting point, spectral analysis
Problem 9 - Cool drinkingCurriculum links; Enthalpy of solution, Hess’s cyclesPractical skills; Calorimetry, graph plotting
Problem 10 - Patient prognosisCurriculum links; TM complexesPractical skills; Colorimetry, GC analysis, dilution
With thanks to
Aysha Bhatti and George MarshallUniversity of Leicester
Deborah Tedstone, Science Technician