P146: Teaching methods, where do they fit in? A study into the teaching laboratory

Author: Reyne Pullen, University of Tasmania, Australia

Co-Author: Brian F. Yates, Greg W. Dicinoski, Natalie Brown and Jason A. Smith, University of Tasmania, Australia

Date: 8/4/14

Time: 10:35 AM10:55 AM

Room: MAN 123

Related Symposium: S8

The aim of this study is to investigate the advantages or disadvantages between different teaching methods when implemented within a laboratory teaching space. The major focus is upon introductory level chemistry units but the comparison between teaching methods will also be explored at a 2nd and 3rd year level. The teaching methods to be considered are Expository, Guided Inquiry, and Problem Solving with the current methods used as a control. To analyze these different teaching methods, three perspectives will be considered. Firstly, a student and demonstrator completed survey. Secondly, a post-experimental quiz targeting the students understanding of the concepts and techniques within the laboratory. Finally, a demonstrator assigned grade of the students’ performance and understanding throughout the laboratory. Preliminary results have been obtained for comparison of teaching methods within the foundational chemistry unit taught at this university. Statistical analysis of these results has been carried out. This project intends to not only improve the laboratories currently used at the University of Tasmania, School of Chemistry, but also provide insight into which teaching methods are appropriate where.