Inquiry-based experiments

To make WWC or any inquiry-based laboratory experience effective, the student-centered, nonexpository methodology needs to be introduced early in the laboratory program and preferably in the lecture portion of the class as well. One cannot drop one inquiry-based experiment or activity into the curriculum and expect students to feel confi-... 

The limitations of the conventional expository style of laboratory as well as the difficulties in realizing inquiry-based activities can be addressed in project-based activities that, without calling for new procedmes, require students to try a modem experiment. 

National Science Education Standards and in the content of Chemical Education Towards Research-Based Practice. Two major chemistry textbooks were produced in the earlier wave of reforms ChemStudy and the Chemical Bond Approach (CBA). Both were more inquiry-based than most of the textbooks in use today. An examination of the CBA laboratory manual shows that experiments at the beginning of the textbook were quite structured but became much less so later in the book. The final experiment in any sequence is a blank page on which students create the entire investigation. 

NEW Inquiry-based Laboratories for Liberal Arts Chemistry by Vickie Williamson and Larry Peck, Texas A M University. This guidebook offers 19 experiments focusing on conceptual learning of the chemical phenomena in our everyday lives. The manual employs the learning cycle approach, used as the underlying model for the guided and open inquiry/appUcation laboratories. An on-line instructor s guide is also available. 

Fechner (2009) compared five different context situations (e.g., haimfulness of detergents) all related to the same chemical content knowledge (acids and bases) within an inquiry-based learning activity. Students could perform hands-cm experiments starting from a problem situation that was embedded into an everyday context. Situational interest in the topic and intrinsic motivation in the activity of task was measured after each session and compared to a group that performed the same tasks embedded within a laboratory situation. 

The preceding idea shows the applicability of information in chemistry, if not scientific fields in general. If an experiment ascertains whether a molecule is a D- or L-isomer, there is 1 bit of information acquired if each isomer is equally likely in occurrence. If an assay establishes the first base unit of a DNA sample, 2 bits of information are typically obtained. If a thermometer registers whether the temperature of a sample is below 273 K, 1 bit is trapped. Information in the quantitative sense follows from interfacing an experiment with queries that admit yes or no answers. The childhood game of twenty questions directs the inquiring party toward a conclusion based on a maximum of 20 bits of information. Information is the quantity in search of systems, inquiries, and experiments. One notes the resemblance of Equation (2.17) to the entropy of mixing for an ideal solution [2] ... 

Mandler, D. Blonder, R. Yayon, M. Mamlok-Naaman, R. Hofstein, A. Developing and Implementing Inqu A. Developing and Implementing Inquiry-Based, Water Quality Laboratory Experiments for High School Students to Explore Real Environmental Issues Using Analytical Chemistry. 

Another example is taken from the reformed chemistry curriculum in Israel and is focused on the laboratory unit (one of five) whieh ineludes in addition to hands-on inquiry-type experiments (Bamea, Dori, Hofstein, 2010) also a case-based computerized laboratory and computerized moleeular modelling (CCL CMM) module (Dori et al., 2005 Kaberman Dori, 2009). In the CCL CMM module... 

The capital costs given are below those given by Mitre (21), or by Katzen (22), but are in line with those estimated by Robertson, Nickerson (23). It would take more data than are available to choose among these estimates. Our estimate is based on a flow sheet, inquiries of equipment costs and estimates based on other experience. Direct experience is, so far, not available. What is badly needed is a demonstration plant. 

Accepting the facts that the conventional expository laboratory has many problems associated with it, as well as that it is not an easy task to replace it entirely with inquiry-type practical work, Tsaparlis and Gorezi (141) proposed a modification of a conventional, one-semester, expository physical chemistry laboratory to accommodate a project-based component. Eight project-type tasks were used, mostly taken from articles in the Journal of Chemical Education, which is a rich source. The conventional experiments remained intact in this approach, being simply enriched with the project-based component. Students working cooperatively carried out both the conventional and the project parts in pairs for the conventional experiments, in groups of four for the project work. 

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