The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students’ Cognitive, Affective, and Psychomotor Learning

• Kory M. Enneking ^[1] ; Graham R. Breitenstein ^[1] ; Amelia F. Coleman ^[1] ; James H. Reeves ^[1] ; Yishi Wang ^[1] ; Nathaniel P. Grove ^[1]
  1. [1] University of North Carolina Wilmington

     University of North Carolina Wilmington

     Township of Wilmington, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 6, 2019, págs. 1058-1067
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The laboratory has occupied an important place in the general chemistry curriculum for well over a century, despite the fact that many have voiced concern about its value and utility. In an effort to potentially increase capacity in our general chemistry courses, we developed and implemented a hybrid laboratory curriculum that consisted of alternating face-to-face and virtual laboratory experiments. This study sought to better understand the impact that this hybrid approach had on students’ cognitive, affective, and psychomotor learning. The results suggest that students taught using the hybrid approach developed similar cognitive and psychomotor skills in comparison to students taught using a traditional laboratory curriculum; however, their affective outlook toward chemistry was significantly lower.