Journal of Chemical Education Call for Papers: Special Issue on New Visions for Teaching Chemistry Laboratory

Course-based undergraduate research experiences (CUREs) are a promising approach for incorporating inquiry-based instruction into the undergraduate chemistry laboratory curriculum. This study used data from a national survey of inorganic chemistry faculty members (n = 142) to investigate CURE implementation in the inorganic chemistry instructional laboratory. Results indicate that faculty members who implement CUREs place greater emphasis on a distinct set of instructional goals when compared to faculty members who do not implement CUREs. CURE implementation was further associated with a range of instructional and departmental characteristics, including group-only student work, independent course development by faculty instructors, limited graduate TA support, and ACS certification of degree programs. Findings from this investigation point toward (1) a need for increased efforts focused on supporting CURE implementation, (2) productive avenues through which curriculum designers and communities of practice can provide this support, and (3) needed areas of research that will further inform these efforts.

Section: Introductionmentioning

confidence: 99%

Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences Are Implemented: A National Survey

Pratt

Raker

2022

“…There have recently been efforts to make the chemistry laboratory a more active learning environment for students. 36 One such effort is the Process Oriented Guided Inquiry Learning�Physical Chemistry Laboratory (POGIL-PCL) group 37 where experiments are being developed and modified to make them more inquirybased. 38 It was through this group that the authors of this paper initiated an effort to convert the standard gas-phase IR spectroscopy experiment into the POGIL-PCL format.…”

Section: ■ Introductionmentioning

confidence: 99%

“…While this approach allows students to experimentally determine accurate and precise molecular constants, it is a somewhat passive and rote approach. There have recently been efforts to make the chemistry laboratory a more active learning environment for students . One such effort is the Process Oriented Guided Inquiry LearningPhysical Chemistry Laboratory (POGIL-PCL) group where experiments are being developed and modified to make them more inquiry-based .…”

Section: Introductionmentioning

confidence: 99%

Encouraging Student Engagement by Using a POGIL Framework for a Gas-Phase IR Physical Chemistry Laboratory Experiment

Beck

Miller

2022

A version of the classic rotationally resolved infrared (IR) spectrum of a diatomic molecule experiment has been developed using the POGIL framework to more fully engage students in the collection, modeling, analysis, and interpretation of the data. An analysis of the experimental protocol reveals that the POGIL approach actively engages students in scientific practices. The student learning objectives for this laboratory experiment are to (1) develop an energy level diagram and relate that diagram to rotational–vibrational spectra; (2) identify, describe, and interpret the molecular constants that can be extracted from gas-phase IR spectra; (3) discover the impact of spectral resolution on precision of molecular constants derived from the spectral data; and (4) use data to evaluate and refine quantum mechanical models. The learning cycles, analysis of student engagement with scientific practices, and reflections from instructors are described.

“…Given these circumstances, an overwhelming concern among faculty members teaching chemistry for nonscience majors is how to help develop connections between their lab activities, course concepts, and real-life application. − Greenbowe et al stated that there are four ways to deliver effective laboratory instruction: facilitating inquiry activities, knowing how students learn, promoting students’ asking questions, and motivating students to do their best. The inquiry-based laboratory activity is defined as “students are involved at some level with experimental design, or they make decisions about the process.” It focuses on a student-centered learning experience rather than a procedural or cook-book style one. Of late, examples of inquiry-based laboratory activities have been well reported in the literature …”

Section: Introductionmentioning

confidence: 99%

Production of Biodiesel from Waste Cooking Oil: A Guided Inquiry Chemistry Laboratory Activity at a Two-Year College

Kim

2022

Teaching chemistry to nonscience majors is challenging because most students come to class with negative beliefs about chemistry. Those mindsets stem from their inaccurate prior knowledge of how chemistry relates to their daily lives. To address the issues and promote students' engagement in chemistry courses, we implemented ubiquitous biodiesel production through an inquiry-based approach in an introductory chemistry course. The activity employed a guided inquiry-based method to produce biodiesel from waste cooking oil in a social and cultural context, student-centered lab practice. The students visited the wastewater treatment plant to learn about sewer line backup due to illegal oil dumping, collected used cooking oil from restaurants or street vendors in their neighborhoods, and brainstormed the preparation of biodiesel. As a group, they researched experimental methods and their choice of chemicals and procedures. Upon consulting about their approach with the instructor, the students synthesized biodiesel from their oil and choice of chemicals. They reported their findings in the Science Writing Heuristic format. The student survey indicated that the guided inquiry-based activity was a great alternative to procedural chemistry lab activities because it enhanced the students learning experience. A group of students shared their learning experiences at local and regional conferences. Another anecdotal evidence was that three students changed their majors to environmental science after transferring to a 4-year college. In conclusion, when students are in charge of learning and have the authority to design lab activities as their learning experience progresses, they better appreciate chemical sciences and increase their conceptual understandings.