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Student-Directed Learning in the Organic Chemistry Laboratory
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Abstract
A cooperative, student-directed experience was designed and implemented for the organic chemistry laboratory. Ten traditional organic chemistry experiments were performed by students working in groups of three or four to complete the experiment and related exercises, including worksheets and laboratory notebooks. One student in each group assumed the role of experiment coordinator and was responsible for instructing the group on the theoretical and practical aspects of the lab experiment. The coordinator was also responsible for ensuring that all group members participated in the experience. The role of coordinator rotated among the members of the group with each new experiment. Students were required to evaluate each other and the experiments they performed. Assessment of student content knowledge was based on performance on worksheet exercises and notebooks, and qualitative benefits were ascertained from student and instructor evaluation of the experience. The data were compared with the performance of students who conducted the same experiments in an individual-learning environment. No differences in content knowledge between students in the two groups were observed. Qualitative assessment of the experiment suggested that benefits associated with cooperative learning include greater student preparedness and satisfaction with the laboratory experience.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Collaborative / Cooperative LearningCiting Articles
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This article has been cited by 8 ACS Journal articles (5 most recent appear below).
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- Received: August 03, 2009
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