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ERIC Number: EJ1163770
Record Type: Journal
Publication Date: 2017-Dec
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0021-9584
Teaching Students to Be Instrumental in Analysis: Peer-Led Team Learning in the Instrumental Laboratory
Williams, Jacob L.; Miller, Martin E.; Avitabile, Brianna C.; Burrow, Dillon L.; Schmittou, Allison N.; Mann, Meagan K.; Hiatt, Leslie A.
Journal of Chemical Education, v94 n12 p1889-1895 Dec 2017
Many instrumental analysis students develop limited skills as the course rushes through different instruments to ensure familiarity with as many methodologies as possible. This broad coverage comes at the expense of superficiality of learning and a lack of student confidence and engagement. To mitigate these issues, a peer-led team learning model was developed to give each student in-depth experiences operating and troubleshooting six common instruments. Electronic cigarette solutions were chosen for all work because of their current relevance. Small groups became "class experts" on their assigned instrument. Students were responsible for teaching their peers how to utilize their instrument for experimentation. Each student rotated through their peer's instruments, learned to apply the knowledge they gained from one instrument to others, while they answered questions from peers. The students developed troubleshooting and communication skills--foundational tools for chemists. This model proved successful in promoting cognitive flexibility and critical thinking about experimental design, as reflected by oral quizzes and peer teaching. This adaptation of peer-led team learning helped engage students, promote confidence, and a facilitate a deeper understanding of instrumentation.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A