General chemistry courses predominantly
use expository experiments
that shape student expectations of what a laboratory activity entails.
Shifting within a semester to course-based undergraduate research
activities that include greater decision-making, collaborative work,
and “messy” real-world data necessitates a change in
student expectations and epistemology. Design considerations for laboratories
that transition students and teaching assistants from one format to
another are described here along with experiences when implemented
in the second semester of a large-enrollment general chemistry course.
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