Using a systematic approach to develop a chemistry course introducing students to instrumental analysis

Hao Yu Shen; Bo Shen; Christopher Hardacre

doi:10.1021/ed200740f

Using a systematic approach to develop a chemistry course introducing students to instrumental analysis

Hao Yu Shen^*, Bo Shen, Christopher Hardacre

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical training via experimentation. Problem-based learning and cooperative-learning methods are applied in both the classroom and laboratory aspects of the course. In addition, some reflections and best practices are presented on how to encourage students to learn actively. Overall, a student-centered environment is proposed that aims to cultivate students' practical abilities and individual talents.

Original language	English
Pages (from-to)	726-730
Number of pages	5
Journal	Journal of Chemical Education
Volume	90
Issue number	6
DOIs	https://doi.org/10.1021/ed200740f
Publication status	Published - 11 Jun 2013

Keywords

Analytical Chemistry
Collaborative/Cooperative Learning
Problem Solving/Decision Making
Second-Year Undergraduate

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1021/ed200740f

Cite this

@article{aa810b9a58f640609b38bfb19f5e0514,

title = "Using a systematic approach to develop a chemistry course introducing students to instrumental analysis",

abstract = "A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical training via experimentation. Problem-based learning and cooperative-learning methods are applied in both the classroom and laboratory aspects of the course. In addition, some reflections and best practices are presented on how to encourage students to learn actively. Overall, a student-centered environment is proposed that aims to cultivate students' practical abilities and individual talents.",

keywords = "Analytical Chemistry, Collaborative/Cooperative Learning, Problem Solving/Decision Making, Second-Year Undergraduate",

author = "Shen, {Hao Yu} and Bo Shen and Christopher Hardacre",

year = "2013",

month = jun,

day = "11",

doi = "10.1021/ed200740f",

language = "English",

volume = "90",

pages = "726--730",

journal = "Journal of Chemical Education",

issn = "0021-9584",

publisher = "American Chemical Society",

number = "6",

}

TY - JOUR

T1 - Using a systematic approach to develop a chemistry course introducing students to instrumental analysis

AU - Shen, Hao Yu

AU - Shen, Bo

AU - Hardacre, Christopher

PY - 2013/6/11

Y1 - 2013/6/11

N2 - A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical training via experimentation. Problem-based learning and cooperative-learning methods are applied in both the classroom and laboratory aspects of the course. In addition, some reflections and best practices are presented on how to encourage students to learn actively. Overall, a student-centered environment is proposed that aims to cultivate students' practical abilities and individual talents.

AB - A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical training via experimentation. Problem-based learning and cooperative-learning methods are applied in both the classroom and laboratory aspects of the course. In addition, some reflections and best practices are presented on how to encourage students to learn actively. Overall, a student-centered environment is proposed that aims to cultivate students' practical abilities and individual talents.

KW - Analytical Chemistry

KW - Collaborative/Cooperative Learning

KW - Problem Solving/Decision Making

KW - Second-Year Undergraduate

UR - http://www.scopus.com/inward/record.url?scp=84879008759&partnerID=8YFLogxK

U2 - 10.1021/ed200740f

DO - 10.1021/ed200740f

M3 - Article

AN - SCOPUS:84879008759

SN - 0021-9584

VL - 90

SP - 726

EP - 730

JO - Journal of Chemical Education

JF - Journal of Chemical Education

IS - 6

ER -

Using a systematic approach to develop a chemistry course introducing students to instrumental analysis

Abstract

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this