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    The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

    192999_Southam_et_al_Ferrocene_Authors_Copy.pdf (283.9Kb)
    Access Status
    Open access
    Authors
    Southam, Daniel
    Shand, B.
    Buntine, Mark
    Kable, S.
    Read, J.
    Morris, J.
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Southam, Daniel C. and Shand, Bradley and Buntine, Mark A. and Kable, Scott H. and Read, Justin R. and Morris, Jonathon C. 2013. The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study. Chemistry Education Research and Practice. 14 (4): pp. 476-484.
    Source Title
    RSC Advances
    DOI
    10.1039/C3RP00011G
    ISSN
    20462069
    Remarks

    NOTICE: This is the author’s version of a work in which changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication.

    URI
    http://hdl.handle.net/20.500.11937/11958
    Collection
    • Curtin Research Publications
    Abstract

    An assessment of the acylation of ferrocene laboratory exercise across three successive years resulted in a significant fluctuation in student perception of the experiment. This perception was measured by collecting student responses to an instrument immediately after the experiment, which includes Likert and open-ended responses from the student. Students in all three years identified technical benefits from the experiment. In Years 1 and 3, students also recognised the benefits of improving their conceptual understanding of organic chemistry. However, in Year 2, where background knowledge became a critical and limiting factor, all perception of conceptual understanding as an experiment objective was lost, and only recognition of technical development remained. Analysis of these data also indicated that students who have enough time to complete the experiment also perceive a measure of responsibility for their own learning, whereas time-poor students have an over-reliance on the laboratory notes and demonstrators. Addressing concepts such as these may be the triggers required for time-poor experiments to garner a positive student experience and maximise both the conceptual and technical benefits of the experiment.

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