A practical approach to the transitionDr Catherine SmithRSC School Teacher Fellow 2011-2012Science AST, John Cleveland College, Hinckley, Leicestershire

The challenge

‘Students often arrive with poor practical skills because of their limited use of

laboratory equipment, or the tendency of schools to rely on demonstrations.

The weakness in problem-solving ability probably stems from the difference in

teaching methods between schools and universities. Directors of Teaching

comment that universities expect independent learners whereas at schools

students are teacher-led.’

Review of Student Learning Experience in Chemistry 2008

The Higher Education Academy, Physical Sciences Centre

The challenge

Results of sampling 518 first year undergraduate students(from the Universities of Leicester, Liverpool, Loughborough, Newcastle, Northumbria, Nottingham, Sheffield, Southampton, UCL and Imperial College)

91% can use a burette with no help

80% would find it easy to calculate a solution’s

concentration

86% would find it easy to use a pipette to accurately measure a known volume

We can certainly see not much familiarity with titration for our first year students!!

and yet…….

The challenge

Review by The Gatsby Charitable Foundation

Perceptions of science staff in the 15 Russell group universities in England regarding the standard of laboratory skills possessed by new undergraduate students;

“They find it difficult to diagnose and think through problems and are quick to blame equipment rather than their own technique”

“They can’t apply these tools and these skills outside the narrow environment in which they were taught”

House of Commons, Science and Technology Committee, May 2011Practical experiments in school science lessons and science field trips (HC1060-11)http://www.publications.parliament.uk/pa/cm201012/cmselect/cmsctech/1060/1060ii.pdf

The challenge

How often in school practical experiments did you?

Results of sampling 518 first year undergraduate students(from the Universities of Leicester, Liverpool, Loughborough, Newcastle, Northumbria, Nottingham, Sheffield, Southampton, UCL and Imperial College)

A problem based approach

Science Education NOW: A Renewed Pedagogy for the Future of Europe, European Commission Directorate-General for Research, Science, Economy and Society, EUR 22845, 2007.

Kelly O.C. and Finlayson O. E., (2007), Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory, Chem. Educ. Res. Pract., 8, 347-361

Mc Donnell C., O’Connor C. and Seery M. K., (2007), Developing practical chemistry skills by means of student-driven problem based learning mini-projects, Chem. Educ. Res. Pract., 8, 130-139

The answer?

ExampleA dentist writes to the students asking them for advice as to which of three drinks; lemonade, orange juice or white wine he should recommend to his patients to minimise acid erosion of tooth enamel

The problem based practical activities

Independent study skills

Research skills

Communication

Team working

Practical skills

Scientific writing

Organisation

Evaluation

SKILLS DEVELOPED

The problem based practical activities

Problem 1 – Carbonate rocksCurriculum links; StoichiometryPractical skills; Top pan balance, accuracy

Problem 2 – A little gasCurriculum links; Maxwell-Boltzmann distribution, ideal gasesPractical skills; Excel spreadsheets, y = mx + c graph plotting and analysis

Problem 3 - Cleaning SolutionsCurriculum links; Redox, halogens, bleachPractical skills; Reacting masses, gas volumes

Problem 4 - Alcohol detectiveCurriculum links; Organic nomenclature, alcoholsPractical skills; Distillation, alcohol tests

Problem 5 - Coursework conundrumCurriculum links; Oxidation of alcohols, carboxylic acidsPractical skills; Recrystallisation, TLC

The problem based practical activities

Problem 6 - Acid erosionCurriculum links; Strong and weak acids, pH curves, indicatorsPractical skills; Titration

Problem 7 – Iodination InquiryCurriculum links; Rates of reactions, rate determining stepsPractical skills; Clock reactions

Problem 8 - Compound confusionCurriculum links; Analytical methodsPractical skills; Melting point, spectral analysis

Problem 9 - Cool drinkingCurriculum links; Enthalpy of solution, Hess’s cyclesPractical skills; Calorimetry, graph plotting

Problem 10 - Patient prognosisCurriculum links; TM complexesPractical skills; Colorimetry, GC analysis, dilution

With thanks to

Aysha Bhatti and George MarshallUniversity of Leicester

Deborah Tedstone, Science Technician