A Community’s Vision of Instruction in the Chemistry Laboratory

• Alexander Grushow ^[1] ; Sally S. Hunnicutt ^[2] ; Marc N. Muñiz ^[2] ; Barbara A. Reisner ^[3] ; Stephanie Schaertel ^[4] ; Rob Whitnell ^[5]
  1. [1] Rider University

     Rider University

     Township of Lawrence, Estados Unidos

     
  2. [2] Virginia Commonwealth University

     Virginia Commonwealth University

     Estados Unidos

     
  3. [3] James Madison University

     James Madison University

     Estados Unidos

     
  4. [4] Grand Valley State University

     Grand Valley State University

     Charter Township of Allendale, Estados Unidos

     
  5. [5] Guilford College

     Guilford College

     Township of Morehead, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 12, 2022, págs. 3811-3813
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The Editorial Team for the Special Issue on New Visions for Teaching Chemistry Laboratory provides some insights gained from reviewing manuscripts submitted for consideration for this special issue. Among these are that there are many ways to implement inquiry in the teaching laboratory and that inquiry looks different across the curriculum. Importantly, students gain much more than conceptual understanding and basic laboratory skills when inquiry is an effective part of the laboratory. Students also develop science practice and process skills, and students experience enhanced engagement and enjoyment in the lab. While developing and using inquiry methodologies in the teaching laboratory can be time- and resource-intensive, we believe that the student outcomes justify these costs. In some cases this work was developed by educators who are aided by educational communities of practice that exist in the chemistry community, and the work of these communities should be further supported.