Student and teacher perceptions of industrial chemistry case studies

Abstract

This paper describes a study conducted in Israel which focuses on how studying industrial chemistry case studies affects students’ perceptions of their learning environment and interest in chemistry studies. The goal of the study was to determine the effects of industrial case studies on students’ perceptions of chemistry in general, and industrial chemistry in particular. The study has both quantitative and qualitative components. The quantitative component was based on a learning environment inventory specifically developed for this study. The qualitative component was based on open‐ended questionnaires and student interviews. It was observed that industrial chemistry case studies helped in providing students with an applied and relevant picture of chemistry in general, and their chemistry studies, in particular. It was also found that the type of teachers’ training had an effect on students’ attitudes towards industrial chemistry. More specifically, teachers who attended an intensive training workshop were most successful in teaching the industrial chemistry case studies. They were more successful in varying their teaching methods and their students were more aware of how their studies prepared them to be future citizens and the career possibilities in chemistry. These findings have important implications on the decision to make the industrial chemistry case studies an obligatory unit for students who major in chemistry. It also has an influence on the content and learning strategies in in‐service training courses.