Abstract Different methods of grouping students in laboratory settings have been devised and their effectiveness has been studied. However, the constant changing population in the classroom requires a new review of the dynamics of students' teams. Grouping strategies always represent a challenge to instructors interested in making the laboratory experience both, effective and enjoyable. An increasing presence of female students in the field of chemistry makes imperative to explore their needs in order to do the appropriated modifications to currents pedagogical methodologies. The present work explores undergraduate students' satisfaction with their team members in an analytical chemistry upper division laboratory examined in light of gender as a factor. Results indicate that females are more sensitive to team partners than their male counterparts, showing higher rates of dissatisfaction, marked preferences and more independence for the selection of team members. Team-work style between males and females seems to be diametrically opposed when considering specific instances.
KEYWORDS Women in Chemistry, Laboratory Instruction, CER Student Centered Learning, Collaborative/Cooperative Learning, Gender in science instruction.
Back to Chemical Education Session I
Back to The 33rd Northeast Regional Meeting (July 14-17, 2005)