1/9/2024 0 Comments Igor pro studentIn most of the cases the transition turned out well, and online education proved to be a good alternative to the traditional model. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.Īctions taken to control the propagation of COVID-19 forced most activities to switch into an online environment. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. They performed well for all assessments, reported a positive experience, and recommended these monitors be added to the typical repertoire of instrumentation for the course. Students were motivated by the ability to design their own projects and by the real-world implications of their findings. The real-time monitors provided experience with a new analytical tool that demanded considerations and analysis not common to other methods discussed in the course. Students were provided handheld carbon dioxide monitors and charged with designing and implementing an investigation centered on COVID-19 airborne transmission. We discuss the implementation and assessment of this SCP, selected student results, and student feedback. In this work, we describe a Student Choice Project (SCP) in an undergraduate instrumental analysis course that was adapted for remote learning without sacrificing research-based learning goals. The COVID-19 pandemic has posed a challenge for maintaining an engaging learning environment while using remote laboratory formats.
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