Donald F. Clausen University o f Wisconsin-Stout Menomonie, Wisconsin 54751
Project Approach to Chemistry A teaching experiment
"Project Approach to Chemistry," an alternative to the regular course, was developed a t the University of Wisconsin-Stout for the many non-science majors whose interests, abilities, and orientation are in areas other than a strong chemistry sequence. They are required, however, to take a one semester 5-hr course. During each of the five semesters that the course was offered, class size was limited to 50 students. Most of these were home economics or industrial arts majors with 80% having a high school chemistry background, In this terminal course, students could work individually or as memhers of groups of up to six students. Such groups were free to work as a team, to separate the work into different phases, or entirely separate variants of the project. The projects were restricted to some area involving chemistry. As choices for projects were discussed during the first week of the semester, the instructor gave short impromptu lectures on the chemistry involved and the possible experimental studies that might he made. Final selections ranged from the chemistw of milk.. class. . drugs, metals, textiies, fermentation, plasiics, etc., and on t h r o u ~ hthe spectrum of individual student preferences. To ensure an acceptable level of classroom work content, each project was evaluated for its potential in requiring a theoretical, scientific, and technical understanding of chemical principles. At the same time the student was to he ~rovidedwith the basis for an adeauate hut not technically overwhelming lahoratory experience. Satisfactory work a t both levels was an absolute requirement. When a particular project seemed to involve insufficient chemistry a t the proper level, it was expanded until adequate content was ensured. For example, the study of glass chemistry included a study of various ion selective electrodes, their theory and operation. The students on the project took the taped short course offered by the American Chemical Society on ion selective electrodes. After project selection was completed, the library hecame the focal point for the class. The reference librarian presented a 2-hr course with slides on the use of Chemical Abstracts and other services for the location of scientific, particularly chemical literature. For the suhsequent 2 wk all class and lahoratory hours were spent in the library. The instructor and the libram staff assisted students in locating and obtaining repring and photocopies of technical articles and reference material directlv related to proiects. To assist students who were urifamhar with chemical terminology in the evaluation and selection of pertinent literature, the instructor served as the translator. At all times in the course, the instructor was careful to act only as technical advisor, translator of technical language, and helper as needed. As may he expected, he found himself learning a great deal of fascinating applied chemistry. He did not, nor could not, know in advance enough about all projects as varied as they were. To serve as the resource person for the class required considerable study. Each individual or group with a project was scheduled for four conferences with the instructor during the semester. Additional individual or group conferences were encouraged. On the average, students scheduled 2 to 15 such 120
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meetings. The objectives of these conferences were twofold: to ensure that students were actively working on projects and that progress was indeed being made; and also to vrovide assistance with literature and technical Students were given written instructions ,in considerable detail with specific textbook or other references and precise laboratory instructions. With so many and varying projects in operation simultaneously, the instructor kept carbons of all instructions, as well as additional notes on progress or problems. By the middle of the semester all, or nearly all, students had started lahoratory work. Often they worked alone or unsupervised while following specific written instructions. At any dangerous points the instructor worked in the laboratory with the students, doing particularly dangerous operations himself. As the semester progressed the proportion of theoretical study to lahoratory work slowly decreased. At some point about 4 wk after the start of the semester the first of four, (up to 2 wk each), report sessions was scheduled. Reports were divided into two types: project sessions, and grading sessions. During the project sessions students presented to the class, reports on the current status of their projects. Each group was free to divide up the allotted time (about 25 min) in any way it wished. For example, one might introduce the project, the second present the lahoratory findings, and a third the conclusions. Subsequent reports detailed progress since the previous report. The final session was patterned after presentations of scientific papers at scientific meetings, starting with a literature background and ending with the conclusions. During all project sessions students had available both an overhead projector and an opaque projector. Slides used during early presentations could he used to bring the presentation up to the starting point of subsequent reports. To assist students in the preparation of their reports for presentation, the instructor served as a model. He acted as a member of the class. Using some of his personal research as a project, he made presentations 1 wk in advance of the first student. A deliberate attempt was made to make the course a demanding one. It was a satisfaction to note that the classes accepted the challenge and worked very hard indeed to meet high standards. All students and the instructor each evaluated projects during the grading sessions. What type of student might he expected to select the experimental course in preference to the regular college chemistry course? Obviously those who required chemistry as a prerequisite would automatically exclude themselves. With respect to the remaining students, on the assumption that the creative and innovative might be most 'Heath, D. C., "Growing Up In College," Joosey-Bass Press, San Francisco, 1968, p. 297. ZMednick, S. A,, J Consul. Psych., 27, 265 (1963); (See also Klein and Kellner. J Gen. Psvch.. 76. 193 11967): Datta. J A o d . Psych., 48, 184 (1'964); ~acob;, ~ g v c h ,Rep., 20,'322 (1967); A"drews, Person,J., 33,140 (1965). 3 P e a ~ and ~ n Maddi, J. Consul. Psych., 30,301 (1966). See also Meredith, Psych. Rep., 20.994 (1967).
likely to be interested, two tests were given the class, the Remote Association Test of Mednick and Mednickz and the Similes Preference Inventory of Pearson and Maddi.3 In both cases, when test scores were plotted versus course grades a scattergram was obtained. Had i t been possible to do so, it would have been of interest to compare test scores from the same tests obtained from students who did not elect the course. On the assumption that the more mature student would elect the experimental course, the Perceived Self Questionnaire of Heath1 was administered. Again a plot of the results versus course grade indicated no significant correlation. During the semester students were invited to the instructor's home for an evening. Most, but not all, accepted the invitation. Subjective observations during the evening sessions, did not reveal any differences between these students and others from the regular variant of the course. There is no readily available means to evaluate the course other than to note the many favorable student comments (received on questionnaires a t the end of the
course) and the fact that the course became popular. A few students became sufficiently interested in chemistry to enroll in the regular variant of the course although they could not use both for graduation purposes. At present a new regulation and a state statute preclude the offering of the course a t Stout. But the valuable experience gained from the development of the course is such that the instructor is now in a position to skew the regular first course in chemistry in directions which are more relevant to the major fields of our non-science students. His understanding and knowledge in the area of applied chemistry were greatly extended. He wishes to express his appreciation for the valuable educational experiences which his students have so generously provided for him. A "Project Approach to Chemistry" will be stimulating and can be recommended for use as a terminal course for non-science majors who often have a traumatic experience with college level chemistry. The subject becomes meaningful and relevant. Through the projects non-science majors are able to relate chemistry to their own experiences.
Volume51, Number 2, February 1974 / 121
