Resumen de Data First: Building Scientific Reasoning in AP Chemistry via the Concept Development Study Approach
Carolyn A. Nichol, Amber J. Szymczyk, John S. Hutchinson
This article introduces the �Data First� approach and shows how the observation and analysis of scientific data can be used as a scaffold to build conceptual understanding in chemistry through inductive reasoning. The �Data First� approach emulates the scientific process by changing the order by which we introduce data. Rather than using data to solve problems after the concept is taught, the �Data First� approach allows students to analyze trends, evaluate discrepant events, and construct knowledge by developing a strong conceptual foundation. Not only is this approach aligned to the AP Chemistry Curriculum Framework, it also is based on research about how people learn. Included are examples showing how this approach can be used to teach a range of chemistry topics. These include using photoelectron spectroscopy data to understand electron configuration, using heats of vaporization to understand intermolecular forces, and using vapor pressure to understand dynamic equilibrium. The �Data First� approach is a resource to support the shift to more conceptual and inquiry-based teaching and learning in AP chemistry. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign.
