University of Oulu

Effects of authentic learning and e-learning in an introductory chemistry laboratory course

Saved in:
Author: Kiviahde, Maija1
Organizations: 1University of Oulu, Faculty of Science, Department of Chemistry
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 5.3 MB)
Persistent link:
Language: English
Published: 2005
Publish Date: 2005-10-12
Thesis type: Doctoral Dissertation
Defence Note: Academic Dissertation to be presented with the assent of the Faculty of Science, University of Oulu, for public discussion in Raahensali (Auditorium L10), Linnanmaa, on October 22nd, 2005, at 12 noon
Reviewer: Professor Jari Lavonen
Professor Jouni Viiri


Research into memory processes has progressed in recent years through the combined efforts of neuroscientists and cognitive scientists. This is especially aided by modern scientific research methods of the brain such as positron emission tomography and functional magnetic resonance imaging. The learner, through interaction with his environment, must actively create individual cognition; the brain is a dynamic adaptable organ. This research will limit the discussion of authentic learning and e-learning to an introductory chemistry laboratory course. The most popular, and yet the most heavily criticized style of laboratory instruction is the traditional (also termed verification or expository) style with a "cookbook" nature. On the basis of pilot action research, the goal of this study has been the use of e-learning for the purpose of placing more emphasis on the contemplation of chemistry's theoretical topics for effecting the quality of conceptual understanding. With systems thinking as a background, the qualitative research method was primarily used, but statistics of the external influences in the e-learning process were also improved. In an e-learning environment, the individually supported development of a learner's conceptual understanding was analyzed by SOLO-taxonomy by comparing the learner's own outcomes. The results show that e-learning with traditional laboratory activities has the effect of forming chemistry concepts, and results in meaningful learning. The SOLO-taxonomy would be a powerful tool for faculty for analyzing points of difficulty or confusion in students' understanding of chemistry concepts. To better understand the effectiveness of e-learning, studies have to be directed toward higher-order cognition by collaborative learning in addition to conceptual understanding of individuals.

see all

Series: Acta Universitatis Ouluensis. A, Scientiae rerum naturalium
ISSN-E: 1796-220X
ISBN: 951-42-7848-8
ISBN Print: 951-42-7847-X
Issue: 444
Copyright information: © University of Oulu, 2005. This publication is copyrighted. You may download, display and print it for your own personal use. Commercial use is prohibited.