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"Prompted" Inquiry-Based Learning in the Introductory Chemistry Laboratory

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R. Hays Cummins

School of Interdisciplinary Studies, Miami University, Oxford, OH 45056

William J. Green and Curtis Elliott

Harriet L. Wilkes Honors College, Florida Atlantic University, Jupiter, FL 33458

J. Chem. Educ., 2004, 81 (2), p 239

DOI: 10.1021/ed081p239

Publication Date (Web): February 1, 2004

Abstract

A general chemistry laboratory that features a combination of traditionally scripted experiments and an inquiry-based, group project is described. As part of their laboratory experience, students were presented with a list of topics and were encouraged to explore these as written or to alter them to fit their own interests. These "prompts" were effective in allowing students to begin their work in a timely manner and, in most cases, to see a project to completion within a single semester. Often, especially in cases where local environments were investigated, neither the instructor nor the students knew what the outcome of the individual projects would be. This added a sense of excitement and anticipation to the learning process. We found that combining scripted laboratories with an inquiry-based project provided an optimal introduction to both careful and precise chemical measurement and to the uncertainties and exploratory nature of scientific work.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Environmental Chemistry

Keywords (Pedagogy):

Inquiry-Based / Discovery Learning

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This article has been cited by 3 ACS Journal articles (3 most recent appear below).

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