Engagement through experiments: Experiences from online kitchen chemistry courses

Asmo Roponen; Jouni Välisaari; Jan Lundell

doi:10.31129/LUMAT.13.1.2683

Authors

Asmo Roponen University of Jyväskylä, Department of chemistry, Finland https://orcid.org/0009-0002-0458-2469
Jouni Välisaari University of Jyväskylä, Department of chemistry, Finland https://orcid.org/0000-0003-1998-9907
Jan Lundell University of Helsinki, Department of chemistry, Finland https://orcid.org/0000-0003-0396-4537

DOI:

https://doi.org/10.31129/LUMAT.13.1.2683

Keywords:

engagement, home experiments, kitchen chemistry, online education, science education

Abstract

The experimental nature of chemistry education is highly challenging in online teaching and the lack of practical assignments prevents online science education from reaching its full potential. This study investigates how student engagement can be achieved by implementing experiments in online teaching. Two asynchronous self-paced online courses were developed and offered to broad audience. The courses taught chemistry in the kitchen chemistry context and included phenomenon-based learning through practical assignments related to food preparation. Analysis of the course participants’ responses to various surveys shows that according to the students, they were able to observe the connection between theory and experimentation in each assignment. Also, 85% of students who completed the first practical assignment were motivated enough to finish the whole course. These findings highlight the importance of behavioural, emotional and cognitive engagement created by meaningful learning tasks.

References

Adipat, S. (2024). Transcending traditional paradigms: The multifaceted realm of phenomenon-based learning. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1346403 DOI: https://doi.org/10.3389/feduc.2024.1346403

Applied Kitchen Chemistry. (n.d.). University of Jyväskylä Study Guide. Retrieved 5 March 2025, from https://studyguide.jyu.fi/en/courseunit/kemy1002/

Cavinato, A. G., Hunter, R. A., Ott, L. S., & Robinson, J. K. (2021). Promoting student interaction, engagement, and success in an online environment. Analytical and Bioanalytical Chemistry, 413(6), 1513–1520. https://doi.org/10.1007/s00216-021-03178-x DOI: https://doi.org/10.1007/s00216-021-03178-x

Chemistry in Kitchen. (n.d.). University of Jyväskylä Study Guide. Retrieved 5 March 2025, from https://studyguide.jyu.fi/en/courseunit/kemy1001/

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018

Díez-Pascual, A. M., & Jurado-Sánchez, B. (2022). Remote Teaching of Chemistry Laboratory Courses during COVID-19. Journal of Chemical Education, 99(5), 1913–1922. https://doi.org/10.1021/acs.jchemed.2c00022 DOI: https://doi.org/10.1021/acs.jchemed.2c00022

Edelson, D. C. (2002). Design Research: What We Learn When We Engage in Design. The Journal of the Learning Sciences, 11(1), 105–121. DOI: https://doi.org/10.1207/S15327809JLS1101_4

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 DOI: https://doi.org/10.3102/00346543074001059

Grosser, A. E. (1984). Cooking with chemistry. Journal of Chemical Education, 61(4), 362. https://doi.org/10.1021/ed061p362 DOI: https://doi.org/10.1021/ed061p362

Hofstein, A. (2015). The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life”. In Chemistry Education (pp. 517–538). John Wiley & Sons, Ltd. https://doi.org/10.1002/9783527679300.ch21 DOI: https://doi.org/10.1002/9783527679300.ch21

Hong, J.-C., Liu, Y., Liu, Y., & Zhao, L. (2021). High School Students’ Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic. Frontiers in Psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.738695 DOI: https://doi.org/10.3389/fpsyg.2021.738695

Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97(9), 2810–2814. https://doi.org/10.1021/acs.jchemed.0c00671 DOI: https://doi.org/10.1021/acs.jchemed.0c00671

Jegstad, K. M. (2023). Inquiry-based chemistry education: A systematic review. Studies in Science Education, 0(0), 1–63. https://doi.org/10.1080/03057267.2023.2248436 DOI: https://doi.org/10.1080/03057267.2023.2248436

Johnstone, A. H. (2000). TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL? Chemistry Education Research and Practice, 1(1), 9–15. https://doi.org/10.1039/A9RP90001B DOI: https://doi.org/10.1039/A9RP90001B

Krippendorff, K. (2019). Content Analysis: An Introduction to Its Methodology (Fourth Edition). SAGE Publications, Inc. https://doi.org/10.4135/9781071878781 DOI: https://doi.org/10.4135/9781071878781

Miltiadous, A., Callahan, D. L., & Schultz, M. (2020). Exploring Engagement as a Predictor of Success in the Transition to Online Learning in First Year Chemistry. Journal of Chemical Education, 97(9), 2494–2501. https://doi.org/10.1021/acs.jchemed.0c00794 DOI: https://doi.org/10.1021/acs.jchemed.0c00794

Neuendorf, K. A. (2017). The Content Analysis Guidebook (Second). SAGE Publications, Inc. https://doi.org/10.4135/9781071802878 DOI: https://doi.org/10.4135/9781071802878

Nguyen, J. G., & Keuseman, K. J. (2020). Chemistry in the Kitchen Laboratories at Home. Journal of Chemical Education, 97(9), 3042–3047. https://doi.org/10.1021/acs.jchemed.0c00626 DOI: https://doi.org/10.1021/acs.jchemed.0c00626

Nuora, P., & Välisaari, J. (2019). Kitchen chemistry course for chemistry education students: Influences on chemistry teaching and teacher education – a multiple case study. Chemistry Teacher International, 2(1). https://doi.org/10.1515/cti-2018-0021 DOI: https://doi.org/10.1515/cti-2018-0021

Schaffar, B., & Wolff, L.-A. (2024). Phenomenon-based learning in Finland: A critical overview of its historical and philosophical roots. Cogent Education, 11(1), 2309733. https://doi.org/10.1080/2331186X.2024.2309733 DOI: https://doi.org/10.1080/2331186X.2024.2309733

Schultz, M., Callahan, D. L., & Miltiadous, A. (2020). Development and Use of Kitchen Chemistry Home Practical Activities during Unanticipated Campus Closures. Journal of Chemical Education, 97(9), 2678–2684. https://doi.org/10.1021/acs.jchemed.0c00620 DOI: https://doi.org/10.1021/acs.jchemed.0c00620

Seery, M. K., Agustian, H. Y., Christiansen, F. V., Gammelgaard, B., & Malm, R. H. (2024). 10 Guiding principles for learning in the laboratory. Chemistry Education Research and Practice, 25(2), 383–402. https://doi.org/10.1039/D3RP00245D DOI: https://doi.org/10.1039/D3RP00245D

Sjöström, J., Eilks, I., & Talanquer, V. (2020). Didaktik Models in Chemistry Education. Journal of Chemical Education, 97(4), 910–915. https://doi.org/10.1021/acs.jchemed.9b01034 DOI: https://doi.org/10.1021/acs.jchemed.9b01034

Spinks, M., Metzler, M., Kluge, S., Langdon, J., Gurvitch, R., Smitherman, M., Esmat, T., Bhattacharya, S., Carruth, L., Crowther, K., Denton, R., Edwards, O. V., Shrikhande, M., & Strong-Green, A. (2023). “This Wasn’t Pedagogy, It Was Panicgogy”: Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19. College Teaching, 71(4), 227–243. https://doi.org/10.1080/87567555.2021.2018395 DOI: https://doi.org/10.1080/87567555.2021.2018395

Sun, J. C.-Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x DOI: https://doi.org/10.1111/j.1467-8535.2010.01157.x

Taber, K. S. (2019). Experimental research into teaching innovations: Responding to methodological and ethical challenges. Studies in Science Education, 55(1), 69–119. https://doi.org/10.1080/03057267.2019.1658058 DOI: https://doi.org/10.1080/03057267.2019.1658058

Vai, M., & Sosulski, K. (2011). Essentials of Online Course Design: A Standards-Based Guide. Routledge. https://doi.org/10.4324/9780203838310 DOI: https://doi.org/10.4324/9780203838310

Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study. BMC Medical Education, 21(495). https://doi.org/10.1186/s12909-021-02909-z DOI: https://doi.org/10.1186/s12909-021-02909-z