Non-attendance teaching methods in teaching chemistry laboratory

Document Type : Review article

Author

Secretary of Education Chemistry, Rabat Karim City, Tehran, Iran

Abstract

The role of teaching laboratory course in chemistry education is undeniable. In-person chemistry labs are very interesting and exciting for students, but sometimes this course is offered as non-attendance course. Laboratory course in online or remote learning courses is challenging. Many studies conducted in this field, especially after the outbreak of the COVID-19, have shown that alternative laboratory methods can yield performance results similar to those of a face-to-face laboratory. In this study, methods for teaching laboratory courses of chemistry (face-to-face, virtual, remote control, home study lab kits, and to a lesser extent self-guided field trips) are examined which may contribute to the quality of practical laboratory activities or may serve as a support for online study. Each method has its own strengths and weaknesses and can be used separately or in combination. The selection and integration of these methods, which result from learning outcomes and other factors, is examined as part of the designing process of teaching laboratory course. Finally, laboratory design in the future will definitely include new technologies, and getting acquainted with these technologies can be very useful.

Keywords

References

Anderson, T. (2003), Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction, International Review of Research in Open and Distributed Learning, 4(2), 1-14.
Andrews, J. L.; de Los Rios, J. P. (2020), Experimenting with At-Home General Chemistry Laboratories During the COVID-19 Pandemic, Journal of Chemical Education, 97(7), 1887-1894.
Azamat, J. and Khodaei, A. (2020). Investigating Students' Common Misconceptions on Concepts Related to Chemical Bonds. Research in Chemistry Education, 1(4), 73-89.
Bretz, S. L. (2019), Evidence for the Importance of Laboratory Courses, Journal of Chemical Education, 96(2), 193-195.
Brewer, S. E.; Cinel, B. (2013), First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance, International Review of Research in Open and Distributed Learning, 14(3), 488-507.
Brinson, J. R. (2017), A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs, Journal of Science Education and Technology, 26(5), 546-560.
Chandra, S.; Sharma, B. (2018), Near, Far, Wherever You Are: Chemistry via Distance in the South Seas, American Journal of Distance Education, 32(2), 80-95.
Cook, M. P. (2006), Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles, Science Education, 90(6), 1073-1091.
Corter, J. E.; Esche, S. K. (2011), Process and Learning Outcomes from Remotely-operated, Simulated, and Hands-on Student Laboratories, Computers & Education, 57, 2054–2067.
Faulconer, E. K.; Gruss, A. B. (2018), A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences. International Review of Research in Open and Distributed Learning, 19(2), 154-168.
Fozdar, B. I.; Kumar, L. S. (2006), Teaching Chemistry at Indira Gandhi National Open University. Turkish Online Journal of Distance Education, 7(2), 80-89.
Galloway, K. R.; Bretz, S. L. (2015), Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study, Journal of Chemical Education, 92(12), 2019-2030.
Gröber, S.; Eckert, B. (2014), A New Medium for Physics Teaching: Results of a Worldwide Study of Remotely Controlled Laboratories, European Journal of Physics, 35(1), 18001–18004.
Kelley. E. W. (2021), LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic, Journal of Chemical Education, 98, 2496-2517.
Kirschner, P. (2002), A. Cognitive Load Theory: Implications of Cognitive Load Theory on the Design of Learning, Learning and Instruction, 12(1), 1-10.
Kop, R.; Hill, (2008), A. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distributed Learning, 9(3), 1-13
Siemens, G. (2005), Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 1-9.
Sarbaz molan, A. and Azamat, J. (2023). Investigating chemistry teaching topics in Iranian and Finnish schools in order to achieve sustainable development and improve the chemistry education system. Research in Chemistry Education, 4(2), 146-162.
Smetana, L. K.; Bell, R. L. (2011), Computer Simulations to Support Science Instruction and Learning: A Critical Review of the Literature, International Journal of Science Education, 34(9), 1337-1370.
Thomas, R. L.; Fellowes, M. D. (2017), Effectiveness of Mobile Apps in Teaching Field-based Identification Skills, Journal of Biological Education, 51(2), 136-143.

Files

Share

How to cite

Statistics