The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students' Cognitive, Affective, and Psychomotor Learning

Autor/inn/en	Enneking, Kory M.; Breitenstein, Graham R.; Coleman, Amelia F.; Reeves, James H.; Wang, Yishi; Grove, Nathaniel P.
Titel	The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students' Cognitive, Affective, and Psychomotor Learning
Quelle	In: Journal of Chemical Education, 96 (2019) 6, S.1058-1067 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grove, Nathaniel P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Laboratories; Chemistry; Science Instruction; College Science; Undergraduate Study; Science Experiments; Educational Technology; Technology Uses in Education; Computer Simulation; Teaching Methods; Thinking Skills; Psychomotor Skills; Conventional Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Psychomotorische Aktivität; Schülerverhalten
Abstract	The laboratory has occupied an important place in the general chemistry curriculum for well over a century, despite the fact that many have voiced concern about its value and utility. In an effort to potentially increase capacity in our general chemistry courses, we developed and implemented a hybrid laboratory curriculum that consisted of alternating face-to-face and virtual laboratory experiments. This study sought to better understand the impact that this hybrid approach had on students' cognitive, affective, and psychomotor learning. The results suggest that students taught using the hybrid approach developed similar cognitive and psychomotor skills in comparison to students taught using a traditional laboratory curriculum; however, their affective outlook toward chemistry was significantly lower. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01