Whereas extensive studies have examined
the effectiveness of inquiry-based
learning in chemistry education, few have tracked undergraduate performance
throughout the college chemistry curricula. In this study, we describe
an instructional model of conceptual learning and inquiry-based practices
(CLIP) and assess students’ transformation of knowledge about
precision and accuracy in the laboratory components of Introductory
Chemistry, Analytical Chemistry, Instrumental Analysis, and Physical
Chemistry. Student performance in written laboratory reports reveals
that repetition of concepts and specific feedback from instructors
are essential in constructing knowledge about precision and accuracy.
We observed a distinct gap between students’ perception of
their understanding and their ability to determine precision and accuracy
in data sets. This gap decreases as students move from introductory
to advanced chemistry laboratories, but loss of student participants
throughout the study increases the uncertainty in the significance.
In contrast to traditional teaching, enhanced learning was observed
in Introductory Chemistry I Laboratories thought CLIP, with the support
of concept/skill training, specific feedback, and student-centered
activities. This study benefits members of the community who are engaged
in supporting students’ mastery of theory with practice.