More effective practical work for A-level chemistry
For most A-level chemistry students, practical work involves 'following a recipe' in what are known as expository activities. This is also the case in many university labs, although in recent years there has been a shift towards a 'problem-based learning' (PBL) approach for at least part of the practical programme in many institutions. The reported benefits of PBL include the development of transferrable skills such as team-working and communication, as well as improved independent learning. In her role as an RSC school teacher fellow, Catherine Smith has developed and evaluated a suite of PBL practical investigations to support A-level chemistry teaching.
A total of
10 activities have been developed, all accompanied by pre-lab exercises
and appropriate support materials to help students tackle the problem.
Each activity is based on a 'real world' context, and is intended to
deepen students' understanding of the laboratory techniques involved.
The activities are designed to support different parts of the syllabus
so they can be run over the span of a two year course. This article
outlines the rationale behind the approach and describes a trial that
involved over 100 students in 8 different schools. Pre- and
post-activity questionnaires were used to probe the students' views of
expository and PBL practical activities, producing some interesting
outcomes.
Independent learning is a key concern,
especially for students going on to university study. Smith's activities
have been designed to give students the opportunity to decode
information, use different sources, recognise where help is needed, and
the ability to see that making mistakes is a vital ingredient of
learning. The evidence documented in the article shows that, for some
students at least, these sorts of activities actually do have an impact
on students' independence and their ability to think for themselves.
Whenever
students are taken out of their comfort zone, there is a risk that they
will withdraw due to their fear of the unknown, and this manifested
itself during the trial. A sizable minority of students, including some
of the most able students, indicated that they were uncomfortable with
the PBL activities. However, the overall impact of the new activities
was positive for both students and teachers. In particular, the lack of
direct instructions was cited by many to be a good thing, with the
indication that this led to enhanced understanding. Teachers reported
that students were motivated by the activities and that they enjoyed the
'meaty' challenges provided. The fact that they also suggested that
they were now planning more open-ended tasks shows the high regard they
had for the new approach, which will hopefully give others the
confidence to try them in their own classrooms.