Increasing Authenticity of the Laboratory through the MICRO Project: Analysis of Analytical Chemistry Laboratory Experiments for Their Level of Inquiry

• Andrea L. Van Wyk ^[1] ; Kimberley A. Frederick ^[2] ; Marya Lieberman ^[3] ; Renée S. Cole ^[1]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  2. [2] Skidmore College

     Skidmore College

     City of Saratoga Springs, Estados Unidos

     
  3. [3] University of Notre Dame

     University of Notre Dame

     Township of Portage, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 1, 2025, págs. 3-14
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Inquiry-based laboratory experiments, in comparison to traditional “cookbook” style laboratory experiments, more accurately model the work scientists do and engage students in the skills they use. Students who participate in inquiry-based laboratory experiments engage in science practices and develop skills such as critical thinking and argumentation. Despite the abundance of literature surrounding the benefits of inquiry-based laboratory learning approaches, adoption of these instructional approaches has been slow. The MICRO project was designed with the goal of supporting analytical chemistry faculty in adopting inquiry-based laboratory experiments. Laboratory experiments representing those used by institutions prior to the project and during the project were collected and analyzed for their level of inquiry. We saw a decrease in the percentage of laboratory experiments that were traditional, “cookbook” style laboratory experiments and an increase in laboratory experiments that are higher levels of inquiry during the semester of implementation of MICRO laboratory experiments, indicating faculty were adopting some inquiry-based instructional practices.