The Postsecondary Inorganic Chemistry Instructional Laboratory Curriculum: Results from a National Survey
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| Title: | The Postsecondary Inorganic Chemistry Instructional Laboratory Curriculum: Results from a National Survey |
|---|---|
| Language: | English |
| Authors: | Jeffrey R. Raker (ORCID |
| Source: | Journal of Chemical Education. 2022 99(5):1971-1981. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Postsecondary Education, College Science, Organic Chemistry, Science Instruction, Science Curriculum, Science Laboratories, Laboratory Training, Teaching Methods, Science Process Skills, Curriculum Design |
| DOI: | 10.1021/acs.jchemed.2c00092 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | A national survey of chemists (n = 174) explored the self-reported format and focus of postsecondary inorganic chemistry instructional laboratory curricula. Multiple instructional laboratory course formats were observed, including stand-alone inorganic chemistry instructional laboratory courses, inorganic chemistry laboratory instruction as a component of a multidisciplinary instructional laboratory course, and the absence of an inorganic chemistry instructional laboratory experience. Additionally, the types of synthetic, characterization, and purification methods, as well as the professional skills addressed in the surveyed courses, varied greatly. The results of this work have direct implications as a "current state of the curriculum" description for inorganic chemistry educators designing and revising instructional laboratory courses. Additionally, these results speak to (1) the need for professional organizations to reinforce the importance of postsecondary inorganic chemistry in the chemistry major curriculum, (2) the demand for quality curricular materials that are easily adaptable to multiple instructional laboratory contexts, and (3) the call for further research on how the inorganic chemistry (and broader chemistry) instructional curriculum is enacted. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441693 |
| Database: | ERIC |
| Abstract: | A national survey of chemists (n = 174) explored the self-reported format and focus of postsecondary inorganic chemistry instructional laboratory curricula. Multiple instructional laboratory course formats were observed, including stand-alone inorganic chemistry instructional laboratory courses, inorganic chemistry laboratory instruction as a component of a multidisciplinary instructional laboratory course, and the absence of an inorganic chemistry instructional laboratory experience. Additionally, the types of synthetic, characterization, and purification methods, as well as the professional skills addressed in the surveyed courses, varied greatly. The results of this work have direct implications as a "current state of the curriculum" description for inorganic chemistry educators designing and revising instructional laboratory courses. Additionally, these results speak to (1) the need for professional organizations to reinforce the importance of postsecondary inorganic chemistry in the chemistry major curriculum, (2) the demand for quality curricular materials that are easily adaptable to multiple instructional laboratory contexts, and (3) the call for further research on how the inorganic chemistry (and broader chemistry) instructional curriculum is enacted. |
|---|---|
| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.2c00092 |
