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Article

Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory

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Georgios Tsaparlis and Marianna Gorezi

Department of Chemistry, University of Ioannina, GR-451 10 Ioannina, Greece

J. Chem. Educ., 2007, 84 (4), p 668

DOI: 10.1021/ed084p668

Publication Date (Web): April 1, 2007

Abstract

The conventional expository style of laboratory instruction has been criticized for its "cookbook" nature and for placing little emphasis on thinking. Inquiry-based activities require the learners to generate their own procedures. A simpler variety is the project-based activity that, without calling for new procedures, requires the students to try an experiment that is new and unique for them. In this article, the addition of a project-based component to a conventional expository physical chemistry laboratory is described. Eight project-type tasks were used, of which seven were taken from articles in this Journal. During the performance of the project experiments, students were dedicated, patient, and enthusiastic. The report and the oral presentation of the project were demanding tasks. The evaluation of the work by the students through written questionnaires showed that the majority was in favor of collaborative work. Working in groups of four was acceptable. On the other hand, the uneven contribution of the members of the group appeared to be a serious problem. Project work was judged superior for the development in students of communication skills (searching and using English literature, public presentation, collaboration, etc.) and of abilities related to the psychology of learning. The connection of chemistry with everyday life and modern applications proved attractive.