A Guided-Inquiry Activity for Introducing Students to Figures from Primary Scientific Literature
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Danielle N. Maxwell [1] ; Jeffrey L. Spencer [1] ; Ethan A. Teich [1] ; Madeline Cooke [1] ; Braeden Fromwiller [1] ; Nathan Peterson [1] ; Linda Nicholas-Figueroa [2] ; Ginger V. Shultz [1] ; Kerri A. Pratt [1]
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[1] University of Michigan–Ann Arbor
University of Michigan–Ann Arbor
City of Ann Arbor, Estados Unidos
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[2] Iḷisaġvik College
Iḷisaġvik College
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 5, 2023, págs. 1788-1795
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Reading and understanding scientific literature is an essential skill for any scientist to learn. While students’ scientific literacy can be improved by reading research articles, an article’s technical language and structure can hinder students’ understanding of the scientific material. Furthermore, many students struggle with interpreting graphs and other models of data commonly found in scientific literature. To introduce students to scientific literature and promote improved understanding of data and graphs, we developed a guided-inquiry activity adapted from a research article on snow chemistry and implemented it in a general chemistry laboratory course. Here, we describe how we adapted figures from the primary literature source and developed questions to scaffold the guided-inquiry activity. Results from semi-structured qualitative interviews suggest that students learn about snow chemistry processes and engage in scientific practices, including data analysis and interpretation, through this activity. This activity is applicable in other introductory science courses as educators can adapt most scientific articles into a guided-inquiry activity.
