Enhancing the Skill-Building Phase of Introductory Organic Chemistry Lab through a Reflective Peer Review Structure
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[1] Brandeis University
Brandeis University
City of Waltham, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 2, 2016, págs. 262-269
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Introductory organic laboratory courses frequently begin with a set of activities built around developing basic experimental skills and techniques, often with guided-inquiry components. A sequence of skill-based activities is described to promote reflection, analysis of, and interpersonal communication around science. A multistage process was used in a basic liquid/liquid extraction experiment wherein students designed procedures constructed from prior student collected data, peer-reviewed and revised the proposed work, and finally performed the procedure provided by one of their peers. Analysis of the advice given by students to their peers in the formal reviews was done, both in terms of accuracy and the degree to which advice influenced the revision of an experimental procedure. The satisfying observation was made that initial procedures were relatively strong, and that the structured review process led to further improvements, even with incorrect advice resulting in positive, productive edits to the student-designed procedures.
