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Peer Instruction in the General Chemistry Laboratory: Assessment of Student Learning
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Abstract
The Peer-Led Teaching and Learning (Workshop) model has been applied since 1998 to a subset of all General Chemistry laboratory sections at the University of Pittsburgh. In the workshop model, the graduate TA instructor is replaced by a team of 3–4 qualified advanced undergraduates. Each undergraduate acts as the teacher, mentor, and facilitator for a small group of students during lab sessions. In implementing the model, several changes to the labs' structure were made in an effort to increase students' active involvement and reflective thinking.
We report the first systematic comparison of conventional and workshop labs. A natural experiment proved possible because students sign up for labs without knowing the type of instruction they will receive. A reliable grading system was developed to characterize students' written responses to the final lab exam, and an independent rater used it to assess student learning. Assessments of learning were made without knowledge of students' instructional condition. Compared to students in conventional sections, students in workshop sections showed superior learning and critical thinking skills, and gave answers that were longer and of greater clarity. Possible reasons for these improvements are discussed.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Laboratory ManagementCiting Articles
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This article has been cited by 4 ACS Journal articles (4 most recent appear below).
Peer-Led Team Learning: 2008 James Flack Norris Award Address
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David K. Gosser, Jr, Jack A. Kampmeier, Pratibha Varma-NelsonJournal of Chemical Education2010 87 (4), 374-380This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of ...
Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-led team-learning (PLTL) groups have been implemented in both semesters of the general chemistry series at Washington University. We have adapted the PLTL model to fit into a traditional university structure (classes are large; there are multiple ...
Using the Science Writing Heuristic To Improve Students' Understanding of General Equilibrium
Thomas J. Greenbowe , James A. Rudd II, Brian M. HandJournal of Chemical Education2007 84 (12), 2007Using the Science Writing Heuristic To Improve Students' Understanding of General Equilibrium
Thomas J. Greenbowe , James A. Rudd II, Brian M. HandJournal of Chemical Education2007 84 (12), 2007This study compared the performance of students using the Science Writing Heuristic (SWH) approach and students using a standard or traditional laboratory curriculum on lecture exams and a laboratory practical exam on a specific topic, chemical ...
On the Successful Use of Inquiry-Driven Experiments in the Organic Chemistry Laboratory
Christina Noring Hammond , Jerry R. Mohrig , David A. ColbyJournal of Chemical Education2007 84 (6), 992On the Successful Use of Inquiry-Driven Experiments in the Organic Chemistry Laboratory
Christina Noring Hammond , Jerry R. Mohrig , David A. ColbyJournal of Chemical Education2007 84 (6), 992The inquiry-driven approach to laboratory teaching allows students to participate effectively in the process of science. This article provides examples of guided-inquiry and design-based experiments and explores strategies for implementing them to enliven ...
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- Received: August 03, 2009
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