Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs

• Joi Phelps Walker ^[1] ; Victor Sampson ^[2] ; Carol O. Zimmerman ^[1]
  1. [1] Tallahassee Community College

     Tallahassee Community College

     Estados Unidos

     
  2. [2] Florida State University

     Florida State University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 88, Nº 8, 2011, págs. 1048-1056
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article presents a new instructional model called Argument-Driven Inquiry (ADI) that can be used in undergraduate college chemistry laboratory courses. ADI is designed to provide students with an opportunity to develop their own method to generate data, to carry out investigations, use data to answer research questions, write, and be more reflective as they work. In addition, the ADI instructional model integrates opportunities for students to engage in scientific argumentation and peer review. This article describes the ADI instructional model, provides the empirical and theoretical foundation for it, and presents a detailed semester pacing schedule for general chemistry I laboratories, peer-review guides, and instructor scoring rubrics.