Journal article
Bridging the Science Practices Gap: Analyzing Laboratory Materials for Their Opportunities for Engagement in Science Practices
Journal of chemical education, Vol.102(3), pp.970-983
03/11/2025
DOI: 10.1021/acs.jchemed.4c00744
PMCID: PMC11905284
PMID: 40092483
Appears in UI Libraries Support Open Access
Abstract
Laboratory courses provide a unique environment for students to engage in the practices of scientists and develop the skills necessary for a career in science. Research has indicated that inquiry-based laboratory activities, which allow students to make key decisions throughout the laboratory experiment, provide opportunities to develop these necessary skills and practices. This study focuses on characterizing laboratory experiments used in analytical chemistry courses for their level of inquiry and opportunities for engagement in scientific practices. Data for this analysis was collected from participants of the MICRO project, a project designed to assist instructors in adopting inquiry-based laboratory experiments. Laboratory experiments used by instructors prior to their involvement in the project and then during the semester of implementation of the inquiry-based laboratory experiments were analyzed for their level of inquiry and opportunities for engagement in scientific practices. We found that, despite an increase in the level of inquiry of laboratory materials, there was not an increase in prompted opportunities to engage students in all of the science practices. We also found that certain science practices were more likely to be prompted in certain sections of the laboratory materials, such as through the pre-laboratory and post-laboratory questions.
Details
- Title: Subtitle
- Bridging the Science Practices Gap: Analyzing Laboratory Materials for Their Opportunities for Engagement in Science Practices
- Creators
- Andrea L. Van Wyk - University of IowaArdith Bhinu - University of IowaKimberley A. Frederick - Skidmore CollegeMarya Lieberman - University of Notre DameRenée S. Cole - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.102(3), pp.970-983
- DOI
- 10.1021/acs.jchemed.4c00744
- PMID
- 40092483
- PMCID
- PMC11905284
- NLM abbreviation
- J Chem Educ
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Publisher
- American Chemical Society
- Grant note
- Howard Hughes Medical Institute: 1624956 National Science Foundation (DUE)Howard Hughes Medical InstituteGraduate College at the University of Iowa
We would like to acknowledge the National Science Foundation (DUE Grant #1624956), Howard Hughes Medical Institute, and the Graduate College at the University of Iowa for funding this work. The authors would also like to acknowledge the participants who were willing to share their laboratory materials with the team for analysis.
- Language
- English
- Electronic publication date
- 02/11/2025
- Date published
- 03/11/2025
- Academic Unit
- Surgery; Chemistry
- Record Identifier
- 9984791076002771
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