Use of Problem Based Learning Mini-Projects in Introductory Analytical Chemistry Laboratory Courses to Improve Student Skills

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 15 (2010) pp 162-167

Use of Problem Based Learning Mini-Projects in Introductory Analytical Chemistry Laboratory Courses to Improve Student Skills

Enriqueta Anticó, Clàudia Fontàs, Isabel Marqués, Manuela Hidalgo, Juan M. Sánchez*

Department of Chemistry, University of Girona, Campus Montilivi, 17071-Girona, Spain, juanma.sanchez@udg.edu
Received November 12, 2007. Accepted November 18, 2008.

Published: 10 March 2010

Abstract. A teaching/learning procedure has been introduced and evaluated during the last six academic years for the laboratory experiments of the Introductory Analytical Chemistry courses at the Chemistry Department of the University of Girona. Conventional expository laboratory exercises have been substituted by modified problem based exercises (also call open-ended experiments by some authors), which are focused on a problem based and self-learning approach. The results obtained show that students not only develop the same skills and abilities obtained by teaching using conventional expository experiments, but also develop other cognitive skills of great importance for future chemistry graduates in line with the recommendations of the European Space for Higher Education (ESHE) within the emerging European Higher Education Area.

Key Words: Laboratories and Demonstrations; analytical chemistry; problem based learning, self-learning

(*) Corresponding author. (E-mail: juanma.sanchez@udg.edu)

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