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    From APCELL to ACELL and beyond - Expanding a multi-institution project for laboratory-based teaching and learning

    Access Status
    Fulltext not available
    Authors
    Jamie, I.
    Read, J.
    Barrie, S.
    Bucat, R.
    Buntine, Mark
    Crisp, G.
    George, A.
    Kable, S.
    Date
    2007
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Jamie, Ian M. and Read, Justin R. and Barrie, Simon C. and Bucat, Robert B. and Buntine, Mark A. and Crisp, Geoffrey T. and George, Adrian V. and Kable, Scott H. 2007. From APCELL to ACELL and beyond - Expanding a multi-institution project for laboratory-based teaching and learning. Australian Journal of Education in Chemistry 67: pp. 7-13.
    Source Title
    Australian Journal of Education in Chemistry
    Additional URLs
    https://www.raci.org.au/divisions/further-information-2
    ISSN
    14459698
    URI
    http://hdl.handle.net/20.500.11937/30192
    Collection
    • Curtin Research Publications
    Abstract

    The advancing chemistry by enhancing learning in the laboratory (APCELL) project is a well-established, multi-institution, collaborative project contributing to improvements in the quality of laboratory-based teaching and learning. ACELL is an expansion of the previous APCELL project and now encompasses all areas of undergraduate chemistry. It contributes to quality improvement in laboratory learning directly by providing a database of educationally sound, peer-reviewed, and student-tested undergraduate laboratory experiments. Testing of experiments is generally carried out at dedicated workshops, such as the one held in Sydney in February 2006, at which 33 experiments from 27 different Universities from Australia and New Zealand were evaluated. In addition, by contributing to the professional development of chemistry academic staff by expanding their understanding of issues surrounding student learning, by fostering the development of a community of pedagogically aware educators, and by providing tools for analysing and documenting teaching experiments, the ACELL project has the potential to catalyse the improvement of experiments not directly reviewed by the project. This paper reviews the evolution of ACELL, its current position, and provides some suggestions for future developments.

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