Students in our Foundation of Chemistry course were given the opportunity to make a photographic record of their laboratory work, and were encouraged to include these in their laboratory report. Previous researchers have used digital images to explain a procedure (Benedict, 2012), or to produce alternative laboratory reports (Olivas, 2013). The intention of this project was to use digital images to offer a visual reminder of work done, in order to encourage clear and accurate recording of observations, both quantitative and qualitative, and allow for a deeper level of reflection as they prepare their laboratory report..
The digital images themselves were not directly assessed, but were useful for determining students’ technical abilities with the instruments, allowing for targeted instruction where needed. Some correlation was found between the correct reporting of accuracy and the use of image. The images also proved useful in overcoming student observation bias.
This session will focus on three parts: First, the logistics of enabling students to submit laboratory reports that include pictures. Second, a review of initial results on the impact this new methodology had on the students. Third, an interactive discussion with participants on how to improve this methodology and other methods that could be used to improve the reflectiveness of students in the preparation of their laboratory report.
Benedict, L., & Pence, H. E. (2012). Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes. Journal of Chemical Education, 89(4), 492–496.
http://doi.org/10.1021/ed2005399 Olivas, D. (2013). Storytelling Filmmaking. Science Scope, (January), 14–18.
