Prepare, Do, Review: a model used to reduce the negative feelings towards laboratory classes in an introductory chemistry undergraduate unit. Issue 1 (29th September 2016)

• Record Type: Journal Article
• Authors: Spagnoli, Dino; Wong, Lawrence; Maisey, Shannan; Clemons, Tristan D.
• Is Part Of: Chemistry education research and practice. Volume 18:Issue 1(2017)
• Page Start: 26
• Page End: 44
• Publication Date: 2016-09-29
• Subjects: Chemistry -- Study and teaching (Higher) -- Europe -- Periodicals; Chemistry -- Periodicals; 507.114
• DOI: 10.1039/c6rp00157b
• Languages: English
• ISSNs: 1756-1108

Abstract

Abstract : Student feelings towards the laboratory component of an introductory chemistry unit were evaluated in an action research study, over a three-year period at the University of Western Australia. In 2013 we found that the percentage of students with negative feelings towards the laboratory increased over the duration of a semester. In 2014 we developed and introduced the use of pre-laboratory online activities, which the students found to be helpful in preparing them for the laboratory. However, there was no change in trend of negative feelings towards laboratory classes from 2013 to 2014. In 2015 we introduced the Prepare, Do, Review model and found that there was a reduction in the percentage of students with negative feelings towards laboratory classes compared with previous years. The Prepare, Do, Review model allows students more time to process the information given in the laboratory. We believe that this model could apply to laboratory programs in any discipline.