A Specifications-Graded, Spice-Themed, General Chemistry Laboratory Course Using an Argument-Driven Inquiry Approach
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Shannon J. Saluga [1] ; Alyssa M. Burns [1] ; Yong Li [1] ; Melanie M. Nguyen [1] ; Kimberly D. Edwards [1]
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[1] University of California−Irvine, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 10, 2023, págs. 3903-3915
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
