A Specifications-Graded, Spice-Themed, General Chemistry Laboratory Course Using an Argument-Driven Inquiry Approach

IF 2.5 3区教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY

Journal of Chemical Education Pub Date : 2023-09-29 DOI:10.1021/acs.jchemed.3c00433

Shannon J. Saluga, Alyssa M. Burns, Yong Li, Melanie M. Nguyen and Kimberly D. Edwards*,

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Abstract

This paper describes the creation of a second quarter of a two-quarter sequence of argument-driven inquiry general chemistry laboratories. The course contains four projects investigating the chemistry of spices (vanilla, cinnamon, spearmint, and cloves) and incorporates a structured review and hands-on applications of fundamental concepts necessary to transition between general and organic chemistry (colligative properties, TLC, synthesis, characterization tests, and unknown determination). The inquiry-based curriculum was designed to give students increasing responsibility and freedom to develop experimental design skills. Specifications grading is used to increase concept iteration and encourage teamwork among students. Survey results for student learning style, feelings about chemistry, and perception of the course format are compared for the first and second quarter courses. Changes in survey responses show higher average positive responses in many categories for the second quarter course.

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采用论点驱动探究法的规范分级、香料主题的普通化学实验室课程

本文描述了创建第二个四分之一序列的论点驱动的探究普通化学实验室。该课程包含四个研究香料化学的项目（香草、肉桂、留兰香和丁香），并结合了在一般化学和有机化学之间转换所需的基本概念（综合性质、TLC、合成、表征测试和未知测定）的结构化回顾和实际应用。基于探究的课程旨在赋予学生更多的责任和自由来发展实验设计技能。规范分级用于增加概念迭代，鼓励学生之间的团队合作。比较了第一季度和第二季度课程的学生学习风格、对化学的感受和对课程形式的看法的调查结果。调查回复的变化显示，第二季度课程的许多类别的平均积极回复较高。

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来源期刊

Journal of Chemical Education 化学-化学综合

CiteScore

5.60

自引率

50.00%

发文量

465

审稿时长

6.5 months

期刊介绍： The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.