Enquiry-based learning: experiences of first year chemistry students learning spectroscopy

We explored the experiences of first year chemistry students of an Enquiry-Based Learning (EBL) approach to learning spectroscopy. An investigation of how students' perceived confidences changed as a result of their experience of using EBL in the spectroscopy course was carried out. Changes in the students' perceived confidence, both in their understanding of how spectroscopic techniques work and in their ability to interpret spectra were examined. In addition, an exploration of students' reactions towards the processes of EBL was carried out. This was achieved by various methods such as questionnaires, focus groups and an individual interview. Working with small numbers, a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, problem solving, communication skills), then this change in the way spectroscopy has been presented seems to offer much scope in embedding such employability skills.