Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course

Abstract

For decades, the case has been made for inquiry-based activities that enable teaching and learning of science concepts through the process of doing science. Laboratory courses provide a unique setting with opportunities for students to learn to ask questions, plan and carry out investigations, analyze data, and construct scientific arguments. Yet, most postsecondary laboratory courses still rely heavily on confirmatory laboratory activities. One of the problems regarding the implementation of inquiry-type laboratory experiments is the issue of assessing students’ achievement to demonstrate pedagogical effectiveness. The design and scoring consistency of the Investigation Design, Explanation, and Argument Assessment for the first semester of General Chemistry Laboratory (IDEAA-GC1) has been described previously. The IDEAA-GC1 is a practical laboratory assessment for General Chemistry I that measures student ability to design and conduct an investigation, analyze and interpret data, and construct an argument. This study examines the impact of an inquiry-based laboratory course in developing student proficiency with two scientific practices: (1) plan and carry out an investigation and (2) generate a scientific argument. This manuscript presents the analysis of student responses (N = 325) to the assessment which indicated proficiency with both scientific practices to varying degrees as well as the limitations based on student content knowledge.

Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey

“…Nevertheless, most instructional laboratory experiences have components that could be transformed into more inquiry-based components. This can be as simple as providing a sample procedure for the experiment to build methodological skills; and, then asking students to modify the method to further conduct the study or to invite students to develop scientific justifications that require students to draw upon their own knowledge (Pavelich and Abraham, 1979;Hosbein and Walker, 2022). Creating more project-based experiences has the potential to create environments where students feel safe to fail and make mistakes (Burrows et al, 2017).…”

“…Student-level data were not collected as part of our study; however, there is a strong body of research that provides evidence of the benefit in enacting inquiry-based instruction, both in instructional laboratory courses and lecture-based courses (e.g. Herrington and Nakhleh, 2003;Russell and Weaver, 2008;Russell and Weaver, 2011;Burrows et al, 2017;Santos-Dı ´az et al, 2019;Hosbein and Walker, 2022). Learning benefits extend beyond content and include interest, motivation, and overall science literacy, for example (Lederman, 2007;Furtak et al, 2012;Santos-Dı ´az et al, 2019).…”

Course Apprenticeship-Based Undergraduate Research and Its Impact on Student Degree Interest

“…To fit a research project into a finite course leads to projects that are often not in active innovative research areas or shortened to accommodate available resources and course completion. From these two research models, derivative works have been established. − A recent derivative model is the group-based research model (GURP) published by Hauwiller et al In the GURP model, a low-pressure environment is created by placing multiple students on the same project with a mentor. This model is advantageous in undergraduate settings as resources are managed (cost, downtime, and training time).…”

Identificat’ions: A Battle Card Game to Learn Chemical Tests and Practice Observation and Reasoning

“…Which model to use? Making an observation is usually a difficult step, which students tend to confuse with interpretation, in particular for inquiry-based laboratories. − For instance, when observing a gas emission, many students would say that “air is produced” or “ejected” from the solution. When a solution changes color, some students would state as an observation that “a chemical reaction occurred”.…”