SQER3: An Instructional Framework for Using Scientific Inquiry To Design Classroom Demonstrations

• Autores: Donna M. Chamely-Wiik, Jerome E. Haky, Deborah W. Louda, Nancy Romance
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 91, Nº 3, 2014, págs. 329-335
• Idioma: inglés
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• Resumen

  • Classroom demonstrations have been widely used to engage students' interest in chemistry. The challenge, however, is to also involve students in science practices and ensure that the demonstration does not become merely a spectator activity. We have developed a framework for creating pedagogically sound demonstrations that allows for easy implementation and flexibility. SQER3 -survey, question, experiment, recite, reflect, and review- is an interactive, question-driven framework that draws clear parallels to science practices. The framework also allows students to extend their investigations through cyclical rounds of additional questions and experiments. Examples of demonstrations formatted in the SQER3 framework are presented, and preliminary data on the effectiveness of utilizing this framework in high school classrooms is discussed.