About this paper

Appears in:
Page: 3557 (abstract only)
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

ASSESSMENT OF STUDENT LEARNING IN THE GENERAL CHEMISTRY LABORATORY

M.J. Ruiz-Angel1, S. Carda-Broch2, J. Esteve-Romero2

1Universitat de Valencia (SPAIN)
2Universitat Jaume I (SPAIN)
Laboratory of Chemistry I is a core subject taught in the first year of Chemistry Degree along the first four-month period. In the curriculum, it involves 6 ECTS (European Credit Transfer System) credits. The aim of the course is, essentially, student training in basic laboratory techniques and preparation of the experimental work, as well as recording, analysis and presentation of the obtained results. Thus, an essential knowledge is established, which will be useful for further experiences in the different fields of Chemistry.

The development of the course is structured around two main axes: laboratory, and seminar sessions. However, the final course grade is not only calculated from the achieved marks in the laboratory and seminar sessions, but also from those obtained in two workshop sections, including the preparation of the laboratory notebook. The overall course grade is calculated as a weighted average with the following contributions: 30% personal work in the laboratory, 30% written examination, 20% workshop sections and preparation of the laboratory notebook and 10% work seminar.

The laboratory program includes ten weekly 4.5 h sessions organized in groups containing 12–14 students. Most of the 10 laboratory experiments are built on chemical concepts originally presented in lecture. The experiments are quite challenging in their treatment of chemical concepts: detailed instructions are provided but the experiments also include two workshop sections. In the first workshop, each student is responsible for preparing answers to previously assigned pre-lab questions, whereas in the second workshop, students generate their own experimental approach based on methods and ideas developed in earlier parts of the laboratory session.

This study analyses the results obtained by students in each of the considered contributions to the final grade. The discussion highlights the importance of the out of lab tasks (workshop sections and seminars) in the final grades, as well as how this affects students’ motivation.
@InProceedings{RUIZANGEL2015ASS,
author = {Ruiz-Angel, M.J. and Carda-Broch, S. and Esteve-Romero, J.},
title = {ASSESSMENT OF STUDENT LEARNING IN THE GENERAL CHEMISTRY LABORATORY},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {3557}}
TY - CONF
AU - M.J. Ruiz-Angel AU - S. Carda-Broch AU - J. Esteve-Romero
TI - ASSESSMENT OF STUDENT LEARNING IN THE GENERAL CHEMISTRY LABORATORY
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 3557
EP - 3557
ER -
M.J. Ruiz-Angel, S. Carda-Broch, J. Esteve-Romero (2015) ASSESSMENT OF STUDENT LEARNING IN THE GENERAL CHEMISTRY LABORATORY, INTED2015 Proceedings, p. 3557.
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