As chemistry undergraduates are close to entering the workforce, it is imperative that they understand the connections between what they are studying and real-life situations. By replacing unknown solutions with real-life samples we hope to improve student learning and attitude in a laboratory environment, and allow them to better make these connections while improving their success as a young scientist.<br/>Surveys were created with words that students have used to describe a problem-based learning environment. To measure student attitude, students from the quantitative analysis chemistry lab (CHEM 316) at Cal State University Fullerton were asked to rate a list of statements indicating if they agree or disagree with the statement. Multiple-choice questions were also developed to measure student learning. The developed surveys were then used to compare classes that received unknown samples, versus classes that received real-life samples.<br/>At the end of the semester, students that had the real-life samples were more aware of the connections between everyday life and experiments performed in lab. Also, students who had the real-life samples showed an increase in attitude throughout the course when asked if they found the objective of the experiments practical to real-world problems. The students given unknown samples showed no increase. When looking at student learning, the results showed very little difference between the two groups. Since the real samples are increasing awareness of the impact of chemistry on the real world, and not hurting student learning, this model of problem-based learning could eventually be used in other laboratories to improve student attitude toward chemistry experiments.

Effect of real samples on student attitude and learning in a chemistry laboratory course

251st National Meeting (2016)

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