Modifying Laboratory Experiments To Promote Engagement in Critical Thinking by Reframing Prelab and Postlab Questions

• Jon-Marc G. Rodriguez ^[1] ; Marcy H. Towns ^[1]
  1. [1] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 95, Nº 12, 2018, págs. 2141-2147
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • As described by the National Research Council, science practices reflect, in part, the way science is done. When researchers are developing an explanation for a phenomenon, they are using a combination of knowledge and skills reflected in the science practices. Laboratory-based chemistry courses provide the opportunity for students to move beyond surface-level thinking as they use quantitative reasoning skills, analyze data, and draw connections between observations and explanations. Thus, when students in a laboratory course are utilizing science practices, they are making use of the shared set of tools used by researchers. Here we discuss laboratory curriculum development that focuses on taking current laboratory experiments and modifying them by framing the prelab and postlab questions in terms of science practices, which provides the opportunity for students to engage in critical thinking. This approach toward creating a practice-centered curriculum is an easy way instructors can promote engagement in science practices without having to expend the time and resources needed to completely redesign laboratory experiments.