Please use this identifier to cite or link to this item:
Scopus Web of Science® Altmetric
Type: Journal article
Title: A disconnect between staff and student perceptions of learning: an ACELL educational analysis of the first year undergraduate chemistry experiment 'investigating sugar using a home made polarimeter'
Author: Crisp, Michael Gerard
Kable, Scott Henderson
Read, Justin Robert
Buntine, Mark Anthony
Citation: Chemistry Education: Research and Practice, 2011; 12(4):469-477
Publisher: University of Ioannina, Department of Chemistry
Issue Date: 2011
ISSN: 1109-4028
School/Discipline: School of Chemistry and Physics
Statement of
Michael G. Crisp, Scott H. Kable, Justin R. Read and Mark A. Buntine
Abstract: This paper describes an educational analysis of a first year university chemistry practical called 'Investigating sugar using a home made polarimeter'. The analysis follows the formalism of the Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) project, which includes a statement of education objectives, and an analysis of the student learning experience. The practical requires students to accurately prepare solutions of known concentrations of a common consumer chemical (sucrose), and then investigate the interaction between these solutions and plane-polarised light. The instrument used is a "home built" polarimeter which students assemble, allowing them to recognise that scientific apparatus need not be mysterious in its operation or construction. Student feedback data were conducted using the ACELL Student Learning Experience (ASLE) instrument. Analysis of the data shows that overwhelmingly students rate the experiment as "worthwhile" or better. However, many also rate the experiment as "boring" or "uninteresting". By contrast, staff and student feedback at an ACELL experiential workshop rated the experiment very highly in terms of the "interest" criterion. In this contribution we discuss this alignment of staff and student perceptions of various elements, including "interest" and explore the correlation with the overall laboratory experience.
Rights: © The Royal Society of Chemistry 2011
DOI: 10.1039/c0rp90015j
Appears in Collections:Chemistry and Physics publications

Files in This Item:
There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.