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A Service-Learning Project Based on a Research Supportive Curriculum Format in the General Chemistry Laboratory

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John H. Kalivas

Department of Chemistry, Idaho State University, Pocatello, ID 83209

J. Chem. Educ., 2008, 85 (10), p 1410

DOI: 10.1021/ed085p1410

Publication Date (Web): October 1, 2008

Section:

History, Education, and Documentation

Abstract

This article describes a two-semester general chemistry laboratory teaching approach to assist students in gaining experience with science-process skills. The ultimate goal is successful completion of a second-semester service-learning project requiring use of their newly developed science-process skills. The project entails creating an interactive concept-discovery activity to use in a kindergarten through sixth grade (K–6) class. In addition to discovery-based labs as part of their training, a first-semester project requires students to develop their own guided-inquiry discovery-formatted lab; one of which is selected and performed that semester. During the two semesters, problems are solved in teams sharing knowledge, experience is gained in written and oral communication of scientific concepts, and information-gathering techniques are learned. Labs and projects aim to improve students reasoning ability and confidence in their science-based decisions. Students are presented with an opportunity to understand what science is, not just a hands-on experience, and communicate among themselves and with K–6 students.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Curriculum

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Learning Theories

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