Faculty Perspectives of Undergraduate Chemistry Laboratory:: Goals and Obstacles to Success

• Laura B. Bruck ^[1] ; Marcy Towns ^[1] ; Stacey Lowery Bretz ^[2]
  1. [1] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     
  2. [2] Miami University

     Miami University

     Township of Oxford, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 87, Nº 12 (December), 2010, págs. 1416-1424
• Idioma: inglés
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• Resumen

  • Faculty perspectives of the undergraduate chemistry laboratory were the focus of a study to articulate the goals, strategies, and assessments used in undergraduate teaching laboratories. Data were collected via semistructured interviews with faculty (N = 22) from community colleges, liberal arts colleges, comprehensive universities, and research institutions engaged in teaching or supervising undergraduate laboratories. The goals for general chemistry, organic chemistry, and upper-division laboratories are described and compared among faculty who have received NSF-CCLI (now called NSF-TUES) grants to implement changes in laboratory and those who have not. Problems and limitations to success in laboratory are also reported, and the impact of these obstacles on student achievement and laboratory curricula is discussed.