Laboratory Instruction Research Articles

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

The study investigated the impact of virtual laboratory on the achievements of secondary school chemistry students in homogeneous and heterogeneous collaborative settings in Minna, Niger state, Nigeria. Three hypotheses were formulated, analyzed and tested at 0.05 alpha level. Stratified sampling technique was used to select 60 Senior Secondary Class Two (SS II) Chemistry Students. The subjects were stratified along gender and ability levels. Sixty students were randomly selected from two secondary schools in Minna, Nigeria. Thirty students (male, n = 15; female, n = 15) were selected from each school. Pretest, posttest, and experimental group design was employed. Experts validated 20-item multiple-choice Chemistry Achievement Test (CAT) was used for data collection. A reliability coefficient of 0.91 was obtained from the pilot testing using Kuder Richardson (KR-20). ANCOVA and Sidak post-hoc statistics were used for testing the hypotheses at 0.05 level of significance. The results showed that: (a) students in homogeneous ability grouping taught Chemistry using virtual laboratory instruction in collaborative setting performed better than their counterpart taught Chemistry in heterogeneous grouping composition; (b) female students in homogeneous group performed better than their counterparts in heterogeneous groups; (c) the higher achiever students in homogeneous groups outperformed those in heterogeneous groups. Based on these findings, it was recommended that the use of virtual laboratory instruction in homogeneous gender and ability level grouping in collaborative setting should be encouraged in teaching practical chemistry at senior secondary schools in Nigeria.

Students’ perceptions of changes to the learning environments of undergraduate physics laboratories

PurposeThe purpose of this study was to explore students’ perceptions to changes to the learning environment of their undergraduate physics laboratories, in which their scientific inquiry processes were stimulated.Design/methodology/approachThe activities students engaged in were redesigned to reflect a guided inquiry approach and to acknowledge modern-day advances in science and technology. Further, enhanced guidance was provided for laboratory instructors regarding the nature of scientific inquiry and how to structure students’ inquiry experiences during laboratory sessions. Students’ views were sought regarding their perceptions of the impact of the reforms on the laboratory learning environments, their thinking processes in those environments and their views regarding the reform’s value and appropriateness.FindingsAnalyses of quantitative and qualitative data suggested that students responded positively to the reforms implemented. Large effect sizes of between 0.70 and 1.20 suggested significant positive shifts in students’ perceptions of dimensions of their laboratory learning environments. In interviews, students expressed that they had engaged in the cognitive processes of scientific inquiry and suggested that the reforms had stimulated such “inquiry” thinking. However, their perceptions of the value and appropriateness of such inquiry-oriented laboratory learning environments were mixed.Originality/valueConcerns persist in higher education in relation to the extent of students’ inquiry processes in undergraduate physics laboratories. Reforms to both the activities that students engage in and to instructional strategies are necessary. Raising awareness of the views expressed by students might help inform future reforms that accommodate those views to further enhance similar reforms.

Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon

The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.

Musculoskeletal Anatomy Education: Evaluating the Influence of Different Teaching and Learning Activities on Medical Students Perception and Academic Performance

Medical schools have traditionally used a lecture and dissection-based approach for educating students about human anatomy. There is growing interest in the adoption of alternative teaching and learning activities (TLAs) that incorporate the use of cadaveric prosection and computer-based learning into musculoskeletal (MSK) anatomy curricula. The purpose of this investigation was to examine retrospectively how different TLAs influenced student perceptions about learning, and performance on MSK anatomy examinations. Pre-clerkship students from the same medical school were compared. One group completed 15hours of dissection-based laboratory instruction; another group completed 15hours of prosection-based laboratory instruction. All other aspects of the curricula were the same. Information was gathered about student perceptions using a standardized survey that compared six different TLAs on eight specific learning objectives. Academic performance on examinations was compared. Ninety-three medical students (50% of first year class/34% of second year class) participated. Only 27 had taken a MSK anatomy course prior to enrolling in medicine. Both groups rated learning via medical imaging and clinical case-based scenarios highly. While each group also ranked both methods of cadaveric teaching highly, only the prosection group thought there was a significant difference. No differences in academic performance were noted between groups. Data support the inclusion of cadaveric-based teaching, medical imaging and clinical case-based scenarios as key elements of a MSK anatomy curriculum, and suggest that academic performance is not influenced by the method of cadaveric instruction. These results should help guide the selection of effective MSK anatomy TLAs within undergraduate medical programs.

Gamma ray spectroscopy with Arduino UNO

We review a simple gamma ray spectrometer constructed on a solderless breadboard. The spectrometer's detector consists of a CsI(Tl) scintillator and silicon photomultiplier (SiPM) and its readout is facilitated by an Arduino UNO. The system is low cost and utilizes a minimum of components while still achieving satisfactory charge linearity and noise levels. This instrument can be used in instructional laboratories to introduce both radiation detection and analog signal processing concepts. We also expect it will be of interest to those seeking to introduce gamma spectroscopy to the expanding ecosystem of Arduino hardware.

Design of a multi‐use new anatomy facility: prioritizing medical student education in a patient‐based learning curriculum

The University of Missouri School of Medicine (MUSOM) provides anatomical sciences education for 1st‐ and 4th‐year medical students within the context of a patient‐based learning (PBL) curriculum. In addition, as a land‐grant, state‐run institution, MUSOM also serves a broad audience from senior clinicians, health care professions students, and local area high school students. In the summer of 2017, MUSOM held the grand opening of a new medical education building, providing an opportunity to design a space flexible for many different anatomy education activities. The 6400 sq ft of anatomical sciences facilities comprises two instructional laboratories and centralized storage spaces.At MUSOM, 1st‐year medical students work in PBL groups of eight through patient‐based cases, becoming competent in their basic sciences. This curriculum is reflected in the larger Anatomy instructional lab (4012 sq ft), designed to have an even number of 36 tables. We assign each PBL group to two adjacent tables with both a male and female donor. Thus, we are able to design in‐lab activities for PBL groups such as performing complementary dissections as well as daily clinical reasoning activities such as our Anatomy Rounds. Practicing clinicians regularly present to students during lab on clinical correlations, using ten 90″ monitors distributed throughout the space for slides, radiographic images, and videos. This open layout allows clinicians to readily interact with students about the room during their presentation. This technology is also used while students dissect to project stand‐alone text and images of clinical correlations relevant to the day's lab. To take advantage of excellent student dissections, prosections, and anatomical variants from around the room, we prioritized a mobile high‐definition camera, projecting real‐time images to the room's monitors.Our 4th‐year medical students may elect to perform self‐driven, regional dissections for presentation based upon their future career interests. The month‐long, self‐driven nature of the course makes it flexible for students on their demanding residency interview schedules. We designed the smaller instructional lab (723 sq ft) to include six tables, and with the regional breakdown of donors, allows for up to 60 students per month to take the course. Two 60″ monitors allow students to independently look up information relevant for their dissection and supplement their presentations with visuals.To accommodate physical therapy student education, clinical training of residents and faculty, vendor demonstrations, and outreach events to local area students, the configuration of each room is flexible. Mobile tables, stools, and no impeding infrastructure such as monitors or walls, allow for the rooms to be rearranged readily. Making design decisions with the flexibility of the facility in mind, the new anatomy space at the MUSOM will serve a diverse audience, from senior clinicians to high school students, well into the future.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Teaching Molecular Microbiology: Next Generation Sequencing vs Multiplex PCR

<h3>ABSTRACT</h3> Experience in Next Generation Sequencing (NGS) is a highly desirable skill for molecular technologists. Previously, our Molecular Pathology program partnered with a local laboratory affiliate to develop a hands-on NGS educational protocol. Recently, we expanded this instructional laboratory to include the BioFire FilmArray instrument, a sample-to-answer multiplex polymerase chain reaction (PCR) platform. We used these two methods to illustrate the strengths and weaknesses of each technology and to reinforce the principles of molecular microbiology. After several classroom lectures, 18 students were given a protocol to prepare an NGS DNA library from unknown bacterial isolates. Each student performed DNA isolation, PCR of 16S rRNA, and magnetic bead PCR purification. The samples were given to the affiliate laboratory for loading and analysis on the Life Technologies Ion Torrent NGS platform. Meanwhile, the students were paired up to perform the FilmArray gastrointestinal assay on their pooled bacterial isolates. Students compared the quantitative results of NGS with the qualitative results of the FilmArray, and they were able to determine which bacteria were detected by each method as compared with the key. There was high correlation between the two methods, although some false negatives and false positives were observed for each assay. These observations were used for classroom discussions about differences in microbial DNA isolation efficiencies, test menus, analytical sensitivities, and procedural limitations of each method. In sum, the integration of the NGS and multiplex PCR methods into a unified laboratory unit provided valuable hands-on technical experience while simultaneously illustrating the concepts of molecular microbiology.

Developing High School Students’ Self-Efficacy and Perceptions about Inquiry and Laboratory Skills through Argument-Driven Inquiry

The present study investigated how students’ self-efficacy changed after participation in four lab investigations that were designed on the basis of a new laboratory instructional strategy, namely, argument-driven inquiry (ADI). The study was conducted with 64 10th grade students from two intact classes in a public high school in the northeast of Turkey. One class was randomly assigned as an experimental group, and the other as a comparison group, and data were collected to allow for a comparison of students’ self-efficacy across treatment conditions. Both experimental and control groups had the same chemistry courses and laboratories. However, the experimental group conducted laboratory activities that were designed using the ADI instructional model, and the control group performed traditional laboratory instruction. The Students Perceptions in Chemistry Evaluation (SPiCE) Instrument was used to measure students’ perceptions of their own inquiry skills (self-efficacy) and attitudes about various aspects ...

A proposal for evaluating laboratory instruction in a plant physiology course

The importance of laboratory instruction for science students is widely recognized, although this is a question in tertiary education that remains largely unresolved. In this work a proposal for evaluating laboratory instruction in a plant physiology course is presented and examples of questions used for one of the topics covered in the course are shown. The proposal includes the use of specifically designed multiple choice questions (MCQ) in the exams to assess the cognitive domain. Different items used in the plant physiology exams during the 2000–2012 period to evaluate two of the topics were categorized using the blooming biology tool. The questions were classified as lower- (memorization) and higher- (critical thinking) order cognitive skills (LOCS and HOCS, respectively) plus an intermediate order, LOCS/HOCS (application). Though MCQ have been indicated to be prone to evaluate mainly rote memory, our results show that less than 25% of the questions used belonged to the LOCS category. Scores obtained by the students for these MCQ were similar for theory and laboratory instruction. The evaluation model presented is easily transferable to assess a great variety of practical laboratory activities of different scientific disciplines and helps to avoid the dichotomy theory/practice usually found among students.

The PASCO Wireless Smart Cart: A Game Changer in the Undergraduate Physics Laboratory

With the introduction of the Wireless Smart Cart by PASCO scientific in April 2016, we expect a paradigm shift in undergraduate physics laboratory instruction. We have evaluated the feasibility of using the smart cart by carrying out experiments that are usually performed using traditional PASCO equipment. The simplicity, convenience, and cost-saving achieved by replacing a plethora of traditional laboratory sensors, wires, and equipment clutter with the smart cart are reported here.

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

ABSTRACTThis study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students’ chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry – ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.

Elevating Learner Achievement Using Formative Electronic Lab Assessments in the Engineering Laboratory: A Viable Alternative to Weekly Lab Reports

A laboratory pedagogy interweaving weekly student portfolios with onsite formative electronic laboratory assessments (ELAs) is developed and assessed within the laboratory component of a required core course of the electrical and computer engineering (ECE) undergraduate curriculum. The approach acts to promote student outcomes, and neutralize academic integrity violations, while refocusing instructor and teaching assistant roles toward high-gain instructional activities, such as personalized student tutoring. A mixed-method study evaluated the learning effectiveness and student satisfaction using biweekly ELAs versus traditional laboratory reports in a large-enrollment ( ${N}=68$ ) undergraduate computer engineering laboratory course. The results of the evaluation indicate statistically significant effects on both learning outcomes and student satisfaction from the use of formative assessments in laboratory delivery, which were corroborated by the instructor’s reflections. Students in the ELA with tutoring enabled delivery cohort performed better on the post-test and were more satisfied with the laboratory assessment design and assistance received in laboratory than those in the control cohort. The findings offer a promising alternative for ECE and engineering laboratory instruction that fosters gains in practical skills and content mastery.

The Use of Comics in Experimental Instructions in a Non-formal Chemistry Learning Context

Practical work is an essential component of science education. However, insufficient approaches towards practical work can limit the potential it has for promoting both students' motivation and situational interest. One suggestion to solve this problem is to use alternative forms of lab instruction which are both motivating and easy to comprehend. One potential avenue is the increased use of pictorial information instead of pure text-based approaches. This case describes the use of comics in experimental instructions in non-formal chemistry learning. Comics visualise stories, are viewed as comprehensible to students, and also allow instructors to connect scientific tasks with authentic situations taken from students´ lives. This paper describes a study of 6th grade students´ perceptions (age range 11-13 years) of using comic-based lab instructions in a non-formal inquiry-based laboratory learning environment which focused on the chemistry of water quality. Semi-structured interviews of pairs of students were conducted during their visits to the non-formal laboratory. These 22 interviews (44 students total) were then analysed using qualitative content analysis. Overall, very positive perceptions by the students could be identified with respect to comic-based experimental instructions. Further research on the most promising use of comics in science education is needed.

Using real-time ultrasound imaging as adjunct teaching tools to enhance physical therapist students' ability and confidence to perform traction of the knee joint

Often, physical therapy students struggle with the skill and the confidence to perform manual techniques for musculoskeletal examination. Current teaching methods lack concurrent objective feedback. Real-time ultrasound imaging (RTUI) has the advantage of generating visualization of anatomical structures in real-time in an efficient and safe manner. We hypothesize that the use of RTUI to augment teaching with concurrent objective visual feedback will result in students' improved ability to create a change in joint space when performing a manual knee traction and higher confidence scores.Eighty-six students were randomly allocated to a control or an experimental group. All participants received baseline instructions on how to perform knee traction. The control group received standardized lab instruction (visual, video, and instructor/partner feedback). The experimental group received standardized lab instruction augmented with RTUI feedback. Pre-data and post-data collection consisted of measuring participants' ability to create changes in joint space when performing knee traction, a confidence survey evaluating perceived ability and a reflection paper. Joint space changes between groups were compared using a paired t-test. Surveys were analyzed with descriptive statistics and compared using Wilcoxon Rank Sum and for the reflection papers, themes were identified and descriptive statistics reported.Although there were no statistically significant differences between the control and the experimental group, overall scores improved. Qualitative data suggests students found the use of ultrasound imaging beneficial and would like more exposure. This novel approach to teaching knee traction with RTUI has potential and may be a basis for further studies.

Students’ perceptions of common practices, including some academically dishonest practices, in the undergraduate general chemistry classroom laboratory

In this study 635 general chemistry I and general chemistry II students completed a 40-item Likert-scale survey on their opinions of various practices, including some academically dishonest practices, that might occur in the general chemistry laboratory. The practices surveyed were focused on areas including preparation before coming to the laboratory, getting help with the pre-lab assignments, various decisions made by the teaching assistant or laboratory instructor, getting help with the calculations and questions required by the laboratory report, and various methods of obtaining data in the laboratory. An exploratory factor analysis of the results was conducted to identify the underlying factors in the survey, and the scores of the general chemistry I and general chemistry II students along these factors were compared. The findings were generally consistent with results in the literature, but also provided implications for students’ enculturation into chemistry and science as they progressed through their general chemistry coursework.

Live imaging of the effects of fucoidan on cell proliferation for laboratory instruction

Live imaging of the effects of fucoidan on cell proliferation for laboratory instruction

Student understanding of first order RC filters

A series of interviews with second year electronics engineering students showed several problems with understanding first-order RC filters. To better explore how widespread these problems are, a questionnaire was administered to over 150 students in Belgium. One question asked to rank the output voltage of a low-pass filter with an AC or DC input signal while a second asked to rank the output voltages of a high-pass filter with doubled or halved resistor and capacitor values. In addition to a discussion of the rankings and students' consistency, the results are compared to the most common reasoning patterns students used to explain their rankings. Despite lecture and laboratory instruction, students not only rarely recognize the circuits as filters, but also fail to correctly apply Kirchhoff's laws and Ohm's law to arrive at a correct answer.

Investigation of Formaldehyde in Gross Anatomy Laboratory: Area-Based and Exposure Levels, Ventilation, Health Risk and Clinical Symptoms

Formaldehyde is commonly used in embalming solution in medical fields to preserve tissues. Formaldehyde vapor released from cadavers during dissection practice can adversely affect students and instructors in gross anatomy laboratories. Therefore, this study investigated formaldehyde concentrations in a gross anatomy laboratory of Mahasarakham University, Thailand. Area-based sampling was conducted for three scenarios: (1) a laboratory cleaning period, (2) three periods of teaching classes and (3) a non-teaching class period. Personal samples were also collected for five consecutive working days from two anatomy lab instructors and a non-lab instructor. Measurements were conducted during May to October 2016 using cartridges filled with dinitrophenylhydrazine coated silica gel. Samples were desorbed and analyzed by high performance liquid chromatography. Results showed that the average area-based concentrations during the dissection classes ranged from 9.3 to 17.6 ppb, while the non-teaching class concentration was 5.5 ppb. The concentration increased to 3.1×103 ppb during the laboratory cleaning. The five-day average exposure concentrations were 7.6 ppb and 4.7 ppb for the two lab instructors and 1.1 ppb for the non-lab instructor. The lifetime cancer risk estimates were 5.8×10-6, 2.9×10-6 and 8.1×10-7, respectively. The three most reported clinical symptoms by the gross anatomy students were associated with formaldehyde concentrations above 16 ppb at the significance level of 0.05. These included unpleasant odor, general fatigue or fatigue after awakening and dizziness with response rates of 57.5 %, 38.5 % and 33.1 %, respectively. Improvement of the ventilation and source control measures are essential for reducing formaldehyde emissions in the gross anatomy laboratory.

Critical service learning across two required marketing classes

ABSTRACTBusiness service learning projects have the potential to be a state-of-the-art instructional laboratory to teach and apply theory and make a substantial impact on the community. In this article, the author presents a service learning project that is embedded in two consecutive required courses of the marketing major and has been conducted and expanded by consecutive marketing teams over the last four years. The project follows a critical service learning pedagogy in that it redistributes power among stakeholders, promotes the development of authentic relationships, and works for social change. Insight is provided for other business faculty engaging in service learning projects.

Pedro's kitchen tiles

Christine Percy, a district-level mathematics teacher, was excited to facilitate this problem with students from two thirdgrade classrooms and their teachers in Palm Beach County, Florida. Both classes had studied area earlier in the school year. One class was in the accelerated math plan for third grade at Poinciana Elementary STEM School, taught by Ashley Esnes and math lab instructor Debbie Perry. The second class was a general education third-grade class at Elbridge Gale Elementary School, taught by Jamey Ferguson.