S. Lenzer*, , , A. M. Schneider, , and , A. Nehring,
{"title":"让所有人都能参与:从盲人学生的角度评估普通化学实验课程的重新设计","authors":"S. Lenzer*, , , A. M. Schneider, , and , A. Nehring, ","doi":"10.1021/acs.jchemed.5c00178","DOIUrl":null,"url":null,"abstract":"<p >Lab courses teaching basic experimental skills are an integral part of most chemistry programs around the world. Given an increasing sensitivity toward diversity, minimizing barriers and enabling participation of all students in lab courses is a central goal of educational efforts. So far, however, few manageable approaches exist that support lecturers in planning, implementing, and evaluating lab courses that enable all students to actively participate. This article presents an approach to redesigning introductory lab experiments enabling more participation in the lab. Based on the NinU framework, a framework developed from a German network for inclusive science education (ger.: <i>Netzwerk inklusiver naturwissenschaftlicher Unterricht</i> (<i>NinU</i>)), we illustrate how we adapted experiments to allow blind students to actively participate in an undergraduate lab course. We also present results from a qualitative case study in which the student was interviewed about the success of our redesign. These results reveal that the modifications based on the NinU framework not only largely increased participation but also had unintended effects, such as technical, organizational, physical, and occupational safety issues. We discuss these findings as being of particular value to educators and researchers seeking to increase participation in the laboratory and encourage further research involving all stakeholders.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4357–4367"},"PeriodicalIF":2.9000,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective\",\"authors\":\"S. Lenzer*, , , A. M. Schneider, , and , A. Nehring, \",\"doi\":\"10.1021/acs.jchemed.5c00178\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >Lab courses teaching basic experimental skills are an integral part of most chemistry programs around the world. Given an increasing sensitivity toward diversity, minimizing barriers and enabling participation of all students in lab courses is a central goal of educational efforts. So far, however, few manageable approaches exist that support lecturers in planning, implementing, and evaluating lab courses that enable all students to actively participate. This article presents an approach to redesigning introductory lab experiments enabling more participation in the lab. Based on the NinU framework, a framework developed from a German network for inclusive science education (ger.: <i>Netzwerk inklusiver naturwissenschaftlicher Unterricht</i> (<i>NinU</i>)), we illustrate how we adapted experiments to allow blind students to actively participate in an undergraduate lab course. We also present results from a qualitative case study in which the student was interviewed about the success of our redesign. These results reveal that the modifications based on the NinU framework not only largely increased participation but also had unintended effects, such as technical, organizational, physical, and occupational safety issues. We discuss these findings as being of particular value to educators and researchers seeking to increase participation in the laboratory and encourage further research involving all stakeholders.</p>\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":\"102 10\",\"pages\":\"4357–4367\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00178\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00178","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective
Lab courses teaching basic experimental skills are an integral part of most chemistry programs around the world. Given an increasing sensitivity toward diversity, minimizing barriers and enabling participation of all students in lab courses is a central goal of educational efforts. So far, however, few manageable approaches exist that support lecturers in planning, implementing, and evaluating lab courses that enable all students to actively participate. This article presents an approach to redesigning introductory lab experiments enabling more participation in the lab. Based on the NinU framework, a framework developed from a German network for inclusive science education (ger.: Netzwerk inklusiver naturwissenschaftlicher Unterricht (NinU)), we illustrate how we adapted experiments to allow blind students to actively participate in an undergraduate lab course. We also present results from a qualitative case study in which the student was interviewed about the success of our redesign. These results reveal that the modifications based on the NinU framework not only largely increased participation but also had unintended effects, such as technical, organizational, physical, and occupational safety issues. We discuss these findings as being of particular value to educators and researchers seeking to increase participation in the laboratory and encourage further research involving all stakeholders.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.