ConfChem Conference on Case-Based Studies in Chemical Education: Use of Case Study for the Introductory Chemistry Laboratory Environment

Abstract

The teaching laboratory setting is conducive to active learning because of its practical nature and longer duration. Case study teaching in science has shown strength in its ability to integrate relevance, student involvement, basic scientific concepts, and science skills. Here we communicate the main points of our experience with developing and implementing a case study for general chemistry laboratory that necessitated experimentation within the framework of the case. First-time students and repeating students found the case study to be favorable, with 67.3% of repeating students indicating a preference for the case study versus the expository format of the same experiment. A principal goal was to determine the feasibility of using a case study teaching in the laboratory setting. Consequently, writing and conducting of the case study was an outcome in itself. Assessment indicates students find the case study relevant and like the incorporation of student choice for analysis of sample. The case study is flexible and potentially applicable to existing qualitative analysis experiments. For each cohort of students within our program, the case is modified for a unique experience.