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Unfinished Recipes: Structuring Upper-Division Laboratory Work To Scaffold Experimental Design Skills
Experimental design is a desirable outcome of laboratory education. Incorporating inquiry into the laboratory curriculum is attractive, but there are acknowledged concerns from practical, theoretical, and epistemological perspectives, and these are accentuated in upper-division courses. In this work...
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Published in: | Journal of chemical education 2019-01, Vol.96 (1), p.53-59 |
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Main Authors: | , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | Experimental design is a desirable outcome of laboratory education. Incorporating inquiry into the laboratory curriculum is attractive, but there are acknowledged concerns from practical, theoretical, and epistemological perspectives, and these are accentuated in upper-division courses. In this work, we draw on the extensive literature relating to experimental design and inquiry learning to conceive a pragmatic laboratory curriculum that invokes the development of experimental design skills in a structured way. The model also incorporates the core principles of formative assessment, so that students get a chance to improve their work on the basis of feedback as they are doing it. We illustrate this model with two examples from our own practice of upper-division physical chemistry, but the basis of the design is elaborated so that interested readers can adopt it for any aspect of practical chemistry where there is a desire to incorporate experimental design skills. |
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ISSN: | 0021-9584 1938-1328 |
DOI: | 10.1021/acs.jchemed.8b00511 |