Abstract
This paper describes the development of mini-research projects in the third year practical chemistry course at the University of Nottingham for the MSci(Hons) Chemistry degree. The aim of these developments is to bridge the gap between ‘recipe-style’ experiments in the first and second year courses and research projects undertaken in the fourth year or in industry. There is much evidence that, having been given this opportunity to plan and design their own experiment, students exhibit higher-order cognitive skills, which can lead to a more valuable learning experience.
Highlights
During the course of an MSci/MChem four-year Chemistry degree we expect students to acquire a diverse set of practical skills, such that by the end of their fourth-year research project a student is able to carry out research semi-independently and communicate the methods and results effectively
Over the past few years we have developed mini-research projects for all Year 3 students, with the aim of bridging this gap between ‘recipe-style’ practicals and a more independent research-focused practical
Once students have achieved a broad foundation in the practical skills that underpin chemistry, it is important to further develop these skills: as Jennifer Lewis (2002) stated in her case study: “there is a clear need for some form of laboratory work which can help undergraduate students to make the transition from set practicals that are designed to develop their technical skills to open ended investigations designed to develop their research skills.”
Summary
During the course of an MSci/MChem four-year Chemistry degree we expect students to acquire a diverse set of practical skills, such that by the end of their fourth-year research project a student is able to carry out research semi-independently and communicate the methods and results effectively. Whilst managing the transition from recipe-style experiments to open-ended investigations in which students plan and conduct laboratory work with a significant degree of independence, it is necessary to ensure they are able to cope with a considerably reduced experiment ‘success’ rate and with data that are less ‘clear-cut’ and more difficult to interpret Recipe-style experiments still have an important role to play in the education of undergraduates, in particular to allow them to acquire basic experimental skills and techniques as well as the confidence and ability to function safely within a laboratory environment; Johnstone & Al-Shuaili (2001) stated that “real enquiry can only come after certain knowledge of facts and practical methods has been gained.” Once students have achieved a broad foundation in the practical skills that underpin chemistry, it is important to further develop these skills: as Jennifer Lewis (2002) stated in her case study: “there is a clear need for some form of laboratory work which can help undergraduate students to make the transition from set practicals that are designed to develop their technical skills to open ended investigations designed to develop their research skills.” Whilst managing the transition from recipe-style experiments to open-ended investigations in which students plan and conduct laboratory work with a significant degree of independence, it is necessary to ensure they are able to cope with a considerably reduced experiment ‘success’ rate and with data that are less ‘clear-cut’ and more difficult to interpret
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