Forum Spring 2000: Self-Directed Learning in the Chemistry Lab

...as your first assignment, I want to issue you a challenge in the form of a question. What information, skills, or behaviors must a qualified and capable lab student be able to demonstrate by the end of the course? Based on your criteria, how will you demonstrate that you are qualified and capable?

So began a group of students CHM130 lab and my exploration into the feasibility of moving from a very teacher-directed laboratory format to more student-directed and open-ended investigations.

To my amazement and delight, the students generated a list that would typify most, if not all, introductory chemistry laboratory courses. Because the students themselves determined the topics to learn, they had a self-interest in the material. Instead of blindly following a set of detailed instructions they began asking questions. The questions led them to seek sources of information and rely on each other for answers instead of on the instructor.

My role quickly became one of a facilitator, guide, and coach. Rather than provide direct answers to questions, I help the students formulate questions and strategies. Students also needed to learn the intricacies of working in a group and negotiating differences in opinions and approaches. They needed guidance in formulating lab procedures and in writing their work into a formal report. And considerable time was directed toward reassurance. Many of the students lacked self-confidence. They were afraid they would not obtain the "right" answer, that they would do something wrong, or all of their work would lead nowhere.

The laboratory projects still need refinement, and not all students were pleased with the experience. However, most of the students did express some level of satisfaction. Students felt that they had more independence and creative freedom; however, they didn't like relying on "unreliable peers" or the feeling of "being clueless." They were ambivalent or negative about working in groups at the beginning of the semester but more positive as a result of the experience. For the most part, the students came away with a sense of accomplishment and some sense of the connection between learning chemistry in school and aspects of their everyday life.

I have committed to expanding my attempts in this direction for spring semester and beyond. For me, it has provided an answer to my frustration with students coming to lab, blindly following a set of detailed procedures, answering questions, but not always drawing connections between their work in lab and their work in lecture. It has also provided another way for me to share with my students the joy of investigation and discovery and the self-confidence that comes with self-directed learning.