A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation

• Kimia Moozeh ^[1] ; Jennifer Farmer ^[1] ; Deborah Tihanyi ^[1] ; Tristan Nadar ^[1] ; Greg J. Evans ^[1]
  1. [1] University of Toronto

     University of Toronto

     Canadá

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 8, 2019, págs. 1548-1557
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learningLaboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories. and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories.