Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey
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| Title: | Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey |
|---|---|
| Language: | English |
| Authors: | Megan C. Connor (ORCID |
| Source: | Journal of Chemical Education. 2022 99(9):3143-3154. |
| 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: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Laboratories, Laboratory Experiments, College Science, Chemistry, Undergraduate Students, Instructional Materials, Experiential Learning, College Faculty, Science Instruction, Use Studies |
| DOI: | 10.1021/acs.jchemed.2c00415 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Instrumentation plays a critical, ubiquitous role in modern chemistry. The undergraduate chemistry curriculum must therefore cultivate students' ability to investigate chemical phenomena via relevant instruments. The instructional laboratory serves as the primary context in which undergraduates learn about instrumentation, where use of instruments in these settings is requisite to meaningful learning. However, little is known about what instruments are incorporated and students' level of hands-on experience. Also, prior research points toward differences in instrumentation access, and in turn use in the instructional laboratory, across institutional contexts. This study investigates instrumentation use in postsecondary instructional chemistry laboratory courses via a national survey of chemistry faculty members (n = 574). Results suggest that courses incorporate a distinct set of instruments aligned with their respective curricula. These data provide an empirical foundation for relevant stakeholders (i.e., instructors, departments, curators of degree programs, and professional organizations authoring postsecondary chemistry education policy) to engage in evaluative discussions and possible curricular reform. Further, there was no evidence that incorporating instruments into the lab or students' hands-on experience is associated with institutions' terminal chemistry degree, receipt of NSF funding for improving undergraduate courses, or ACS approval of undergraduate degree programs. Findings collectively suggest similar instrumentation use across institutional contexts and possibly the elimination of previously reported disparities in access. However, students still obtain little hands-on experience with several instruments despite their incorporation into courses. Furthermore, instructors across institutional contexts report barriers to incorporating instrumentation beyond access. This work provides stakeholders with implications for improving undergraduate laboratory instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442187 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1442187 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Megan+C%2E+Connor%22">Megan C. Connor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3266-4162">0000-0003-3266-4162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeffrey+R%2E+Raker%22">Jeffrey R. Raker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3715-6095">0000-0003-3715-6095</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2022 99(9):3143-3154. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1021/acs.jchemed.2c00415 – Name: ISSN Label: ISSN Group: ISSN Data: 0021-9584<br />1938-1328 – Name: Abstract Label: Abstract Group: Ab Data: Instrumentation plays a critical, ubiquitous role in modern chemistry. The undergraduate chemistry curriculum must therefore cultivate students' ability to investigate chemical phenomena via relevant instruments. The instructional laboratory serves as the primary context in which undergraduates learn about instrumentation, where use of instruments in these settings is requisite to meaningful learning. However, little is known about what instruments are incorporated and students' level of hands-on experience. Also, prior research points toward differences in instrumentation access, and in turn use in the instructional laboratory, across institutional contexts. This study investigates instrumentation use in postsecondary instructional chemistry laboratory courses via a national survey of chemistry faculty members (n = 574). Results suggest that courses incorporate a distinct set of instruments aligned with their respective curricula. These data provide an empirical foundation for relevant stakeholders (i.e., instructors, departments, curators of degree programs, and professional organizations authoring postsecondary chemistry education policy) to engage in evaluative discussions and possible curricular reform. Further, there was no evidence that incorporating instruments into the lab or students' hands-on experience is associated with institutions' terminal chemistry degree, receipt of NSF funding for improving undergraduate courses, or ACS approval of undergraduate degree programs. Findings collectively suggest similar instrumentation use across institutional contexts and possibly the elimination of previously reported disparities in access. However, students still obtain little hands-on experience with several instruments despite their incorporation into courses. Furthermore, instructors across institutional contexts report barriers to incorporating instrumentation beyond access. This work provides stakeholders with implications for improving undergraduate laboratory instruction. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1442187 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1442187 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1021/acs.jchemed.2c00415 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 3143 Subjects: – SubjectFull: Science Laboratories Type: general – SubjectFull: Laboratory Experiments Type: general – SubjectFull: College Science Type: general – SubjectFull: Chemistry Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Instructional Materials Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Use Studies Type: general Titles: – TitleFull: Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Megan C. Connor – PersonEntity: Name: NameFull: Jeffrey R. Raker IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0021-9584 – Type: issn-electronic Value: 1938-1328 Numbering: – Type: volume Value: 99 – Type: issue Value: 9 Titles: – TitleFull: Journal of Chemical Education Type: main |
| ResultId | 1 |
