Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry

Min Ai; Xiaoqun Lan; Haihua Li; Yuzheng Guo; Shunyao Lu; Yahua Lin; Yinyin Ye

doi:10.47297/wspiedWSP2516-250021.20250903

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Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry

Volume 9, Issue 3

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Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry
Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry
School of Medicine and Health, Guangdong Innovative Technical College, Dongguan 523960, China
Vol. 9, Issue 3, Pages: 105-112(2025)
Published：24 March 2025
DOI：10.47297/wspiedWSP2516-250021.20250903
Accepted：

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Min Ai,Lan Xiaoqun,Li Haihua,et al.Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry[J].Journal of International Education and Development,2025,09(03):105-112.
DOI：

Min Ai,Lan Xiaoqun,Li Haihua,et al.Pedagogical Design through Holistic Education for the Laboratory Instruction in Higher Vocational Education: A Case Study of Acid-Base Titration Instruction in Inorganic and Analytical Chemistry[J].Journal of International Education and Development,2025,09(03):105-112. DOI： 10.47297/wspiedWSP2516-250021.20250903.

摘要

Abstract

This study examines the incorporation of holistic educational principles into the teaching of acid-base equilibrium and titration techniques

focusing particularly on a course in inorganic and analytical chemistry. Five holistic educational elements include patriotism

social responsibility

scientific competence

craftsmanship

independent exploration participated in this pedagogical design. Two hundred and twenty-five college students were divided into an experimental group and control. The result shows that the experimental group exposed to holistic teaching practices achieved significantly better results on the final practical exam

with an average improvement of 8.1 points compared to control (p<0.001). In addition

over 90% of students in the experimental group reported positive perceptions regarding the integration of holistic educational elements. In the semester teaching evaluation results

the experimental group achieved significantly higher results than control by the independent sample t-test (p<0.01). These results provides compelling evidence for the effectiveness of holistic education in improving student learning outcomes

promoting student engagement

and promoting the development of well-rounded individuals in college chemistry curricula.

关键词

Keywords

references

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