Inquiry-Based Laboratories Using Paper Microfluidic Devices
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Rachel M. Roller [4] ; Saichon Sumantakul [1] ; Michelle Tran [1] ; Andrea Van Wyk [2] ; Jessica Zinna [4] ; Destiny A. Donelson [3] ; Sarah G. Finnegan [3] ; Gregory Foley [3] ; Olivia R. Frechette [3] ; Jessica Gaetgens [3] ; Jiani Jiang [1] ; Katheryn C. Rinaolo [3] ; Renée S. Cole [2] ; Marya Lieberman [4] ; Vincent T. Remcho [1] ; Kimberley A. Frederick [3]
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[1] Oregon State University
Oregon State University
Estados Unidos
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[2] University of Iowa
University of Iowa
City of Iowa City, Estados Unidos
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[3] Skidmore College
Skidmore College
City of Saratoga Springs, Estados Unidos
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[4] University of Notre Damme, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 6, 2021, págs. 1946-1953
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The Making Introductory Courses Real while Online (MICRO) laboratory project was developed to meet the need for hands-on experiments, focused on topics in analytical chemistry, to be delivered safely remotely or in a socially distanced in-person lab. Unlike more traditional lab experiments, MICRO laboratories use only microgram or nanogram amounts of chemicals; paper microfluidic technology is used to store and mix reactants. Instructional materials use an inquiry-based approach and are situated in a context that highlights the human impacts of the scientific analysis. To support broader-scale implementation of the experiments and promote a shift to more inquiry-based laboratory instruction, an array of supports were developed, including adaptable instructional materials, instructional videos for lab preparation, resource guides, and an introductory workshop. A cohort of nine institutions implemented MICRO laboratories both remotely and in person during Fall 2020. Students were able to successfully complete the experiments, and the inquiry nature of the laboratories led to an increased comfort with the trial-and-error nature of authentic scientific practice. Additionally, most faculty participants indicated a commitment to an increased degree of inquiry in their laboratory pedagogy.
