Course Success in the Undergraduate General Chemistry Lab
Thomas Elert
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Thomas Elert, Course Success in the Undergraduate General Chemistry Lab (2019), Logos Verlag, Berlin, ISBN: 9783832588403
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Beschreibung / Abstract
Stetig hohe Studienabbruchquoten in den MINT-Fächern an deutschen Hochschulen, welche auch aus geringem Kurserfolg in einführenden Laborpraktika resultieren könnten, und die wachsende Kritik an der Qualität und Wirksamkeit ebendieser machen eine eingehende Betrachtung von Laborpraktika notwendig. Diese Studie untersuchte die Lernziele des Laborpraktikums Allgemeine Chemie für Lehramtsstudierende im ersten Semester sowie Faktoren für den Kurserfolg, um daraus Aussagen über den Stellenwert von Laborpraktika in der universitären Bildung, insbesondere für langfristigen Studienerfolg, abzuleiten. Dazu wurde ein theoretisches Modell zu Grunde gelegt, welches das Vorwissen der Studierenden und die Lernzielpassung zwischen Studierenden und Lehrenden als zwei entscheidende Faktoren für Kurserfolg berücksichtigt.
Constantly high student dropout rates in STEM subjects at German universities, which could be the result of low course success in introductory laboratory courses among other things and increasing criticism about their quality and effectiveness necessitate these laboratory courses to be examined thoroughly. This study investigated the learning goals of the General Chemistry laboratory course for first-year students in teacher training and factors for course success in order to make statements about the significance of laboratory courses for university education, particularly for long-term study success. For this purpose, a theoretical model that assumes the students ' prior knowledge and learning goal alignment between students and their lab instructors to be two defining factors for lab course success was used as a framework.
Constantly high student dropout rates in STEM subjects at German universities, which could be the result of low course success in introductory laboratory courses among other things and increasing criticism about their quality and effectiveness necessitate these laboratory courses to be examined thoroughly. This study investigated the learning goals of the General Chemistry laboratory course for first-year students in teacher training and factors for course success in order to make statements about the significance of laboratory courses for university education, particularly for long-term study success. For this purpose, a theoretical model that assumes the students ' prior knowledge and learning goal alignment between students and their lab instructors to be two defining factors for lab course success was used as a framework.
Inhaltsverzeichnis
- BEGINN
- 1 Introduction
- 2 The Nature and State of the Undergraduate Chemistry Lab
- 2.1 Lab Course Instruction Styles
- 2.2 Implementation into the Curriculum
- 2.3 Lab Courses†™ Contribution to Learning Chemistry and Academic Success
- 3 Theories on Laboratory-Supported Learning
- 3.1 Prior Knowledge and Laboratory Instruction
- 3.2 Lab Course Learning Goals and Learning Goal Alignment
- 3.3 Models on the Effectiveness of Practical Work
- 3.4 Model on Influencing Factors for Lab Course Success
- 4 Research Questions and Hypotheses
- 5 Study Design
- 5.1 Study Context and Sample
- 5.2 Assessed Variables and Test Instruments
- 5.3 Data matching
- 6 Methodology for Data Analysis
- 6.1 Content Knowledge and Lab Skills (Paper-Pencil Test Data)
- 6.2 Learning Goal Alignment and Perceptions (Rating Scale / Ranking Data)
- 6.3 Hands-On Lab Skills (Observation Sheets and Video Data)
- 7 Pilot Study
- 7.1 Sample
- 7.2 Pilot Study 1
- 7.3 Pilot Study 2
- 8 Main Study
- 8.1 Final test instruments and test parameters
- 8.2 Sample
- 8.3 Results and Discussion
- 9 Implications for Research and Teaching
- 10 Conclusion
- 11 References and Lists
- 11.1 Bibliography
- 11.2 List of Figures
- 11.3 List of Tables
- Appendix