Project-based learning (PBL) is gaining traction as a powerful pedagogical approach, especially in science education. A recent study highlighted in the “Journal of College Science Teaching” showcases the successful adaptation of PBL within a small college organic chemistry laboratory setting. This innovative method, focusing on Chemistry In Ecology Project Based Learning, offers a compelling pathway to engage students and deepen their understanding of real-world environmental challenges.
The study, conducted at Mercy College, involved an engaging four-week PBL module integrated into the Organic Chemistry I lab course. Students were tasked with a highly relevant ecological problem: identifying natural, environmentally friendly alternatives to commercial ultraviolet (UV) filters commonly found in sunscreens. These commercial filters are increasingly linked to harmful effects on both human health and delicate marine ecosystems.
This chemistry in ecology project resonated strongly with students. They weren’t just performing routine experiments; they were actively seeking solutions to a pressing environmental issue using their chemistry knowledge. The project framework inherently fostered the development of critical skills. Students reported significant improvements in their mathematical abilities, refined laboratory techniques, and enhanced collaborative teamwork – all crucial for success in scientific fields and beyond. The enthusiasm was palpable, with some students even expressing interest in pursuing further research in this vital area.
The success of this initiative underscores the effectiveness of project based learning in boosting higher-order thinking skills. While some might assume that PBL is better suited for large, research-heavy institutions, this study demonstrates its viability and impact in smaller college environments. Key elements for successful implementation, particularly for chemistry in ecology projects, include centering the project around a real-world ecological problem. This approach naturally encourages students to generate diverse hypotheses and apply creative problem-solving strategies rooted in chemical principles.
Building on this success, Mercy College is expanding the application of PBL. Organic Chemistry II now incorporates a PBL sequence, and the positive student engagement continues. Notably, several students presented their research findings at the Westchester Undergraduate Research Conference, demonstrating the high caliber of work produced through chemistry in ecology project based learning. Inspired by these outcomes, other science departments within the School of Health and Natural Sciences, including General Chemistry and Biology, are also integrating PBL into their curricula, marking a significant shift towards more engaging and relevant science education.
