Finally, some QUANTITATIVE data!
http://jchemed.chem.wisc.edu.lp.hscl.ufl.edu/Journal/Issues/2003/mar/PlusSub/V80N03/p346.pdf
Learning in Chemistry with Virtual Laboratories
P. Martínez-Jiménez,* A. Pontes-Pedrajas, and J. Polo
Department of Physics, Ed. C-2, Campus of Rabanales, Córdoba 14071, Spain; *fa1majip@uco.es
M. S. Climent–Bellido
Department of Organic Chemistry, E. Politécnica Superior, Córdoba 14004, Spain
This article had some VERY interesting implications. I'm a chemist. We can quantify almost anything, so I really wanted some numbers. This article gave me numbers,and showed me what I wanted to see. When using a virtual lab software, a significantly larger number of students achieved a higher level of understanding of the materials than when doing traditional labs. My students have been having such a hard time grasping the lab material (not different from my freshmen in college when I taught at the university), so I've been hoping to find a way to do that.
This seems (from their own admission and my search results) to be one of the only research studies performed quantitatively on this topic (not what I want to hear with having to keep up 3 blogs a week). I can see the logic in their conclusions, but also feel the need to add some from my experience. They don't really attempt to address the why of this study.
I know that physical experimentation is an important technique that students must learn, but 80% or more of our chemistry students (especially in the K-12 field) will not become chemists. Most won't even end up as scientists. Rather than training them on the use of common tools, we should focus on TEACHING them to understand the concepts behind what is happening. When I look at the lab program I've carried out this year, I feel like I've succeeded in the training aspect-- they can use all the equipment, but they get mediocre (at best) numbers, and can't deal with the calculations and error. They don't know why they do what they do, and they don't know what the numbers MEAN. This is the important part, and it's often where lab programs fall short.
Learning in Chemistry with Virtual Laboratories
P. Martínez-Jiménez,* A. Pontes-Pedrajas, and J. Polo
Department of Physics, Ed. C-2, Campus of Rabanales, Córdoba 14071, Spain; *fa1majip@uco.es
M. S. Climent–Bellido
Department of Organic Chemistry, E. Politécnica Superior, Córdoba 14004, Spain
This article had some VERY interesting implications. I'm a chemist. We can quantify almost anything, so I really wanted some numbers. This article gave me numbers,and showed me what I wanted to see. When using a virtual lab software, a significantly larger number of students achieved a higher level of understanding of the materials than when doing traditional labs. My students have been having such a hard time grasping the lab material (not different from my freshmen in college when I taught at the university), so I've been hoping to find a way to do that.
This seems (from their own admission and my search results) to be one of the only research studies performed quantitatively on this topic (not what I want to hear with having to keep up 3 blogs a week). I can see the logic in their conclusions, but also feel the need to add some from my experience. They don't really attempt to address the why of this study.
I know that physical experimentation is an important technique that students must learn, but 80% or more of our chemistry students (especially in the K-12 field) will not become chemists. Most won't even end up as scientists. Rather than training them on the use of common tools, we should focus on TEACHING them to understand the concepts behind what is happening. When I look at the lab program I've carried out this year, I feel like I've succeeded in the training aspect-- they can use all the equipment, but they get mediocre (at best) numbers, and can't deal with the calculations and error. They don't know why they do what they do, and they don't know what the numbers MEAN. This is the important part, and it's often where lab programs fall short.
posted by MJS at 10:49 AM
2 Comments:
I know what you are saying about the students understanding what the numbers mean. It is one thing for them to come up with values, but the true learning comes in interpreting what they mean. I agree that if you can conduct some simulations which give you good data that is a great place to start. Perhaps after they work with "good" data, they will be able to interpret "bad" data.
Beth
It can be hard to find good data no matter what you're studying. Many studies that I have looked at really to don't do a good job of relating their methods and results to the conclusions they draw.
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