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  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > December  >
In the Classroom
Student Learning and Evaluation in Analytical Chemistry Using a Problem-Oriented Approach and Portfolio Assessment
Mary C. Boyce
School of Natural Sciences, Edith Cowan University, Perth, WA 6027 Australia

Kuki Singh
Faculty of Computing, Health, and Science, Edith Cowan University, Perth, WA 6027 Australia

Cover
December 2008
Vol. 85 No. 12
p. 1633
Abstract
This paper describes a student-focused activity that promotes effective learning in analytical chemistry. Providing an environment where students were responsible for their own learning allowed them to participate at all levels from designing the problem to be addressed, planning the laboratory work to support their learning, to providing evidence of their learning in the form of a portfolio. The area of chemistry studied was chromatography—specifically gas chromatography and high performance liquid chromatography and their application to the analysis of amino acids. Students were highly committed and as third-year, final-semester students they could see the relevance of such an approach.
Supplement
Description of portfolio assessments and grading rubric; Details of teaching and learning strategy; Reading list for students; Guidelines for writing laboratory reports; Criteria for a scientific laboratory report
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Citation
Boyce, Mary C.; Singh, Kuki. J. Chem. Educ. 2008, 85, 1633.
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Keywords
Amino Acids; Analytical Chemistry; Chromatography; Collaborative / Cooperative Learning; Gas Chromatography; HPLC; Instrumental Methods; Problem Solving / Decision Making; Separation Science; Upper-Division Undergraduate
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History
Created:
Last Updated:
10/24/2008
11/7/2008
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