Effect of the Level of Inquiry of Lab Experiments on General Chemistry Students' Written Reflections

Autor/inn/en	Xu, Haozhi; Talanquer, Vincente
Titel	Effect of the Level of Inquiry of Lab Experiments on General Chemistry Students' Written Reflections
Quelle	In: Journal of Chemical Education, 90 (2013) 1, S.21-28 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed3002368
Schlagwörter	Science Instruction; College Science; Reports; Science Laboratories; Science Experiments; Laboratory Experiments; Reflection; Student Attitudes; Knowledge Level; Inquiry; Heuristics; Discovery Learning; Writing Assignments; Science Process Skills; Undergraduate Students; Chemistry + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abschlussbericht; Berichten; Laboratory work; Laborarbeit; Schülerverhalten; Wissensbasis; Heuristik; Entdeckendes Lernen; Chemie
Abstract	The central goal of this exploratory study was to characterize the effects of experiments involving different levels of inquiry on the nature of college students' written reflections about laboratory work. Data were collected in the form of individual lab reports written using a science writing heuristic template by a subset of the students enrolled in the first and second semester of general chemistry at a research-intensive university. Our findings indicate that the level of inquiry of the experiments seems to affect three main areas of students' reflections: knowledge, evaluation, and improvements. In the case of knowledge, our findings were particularly interesting as higher levels of inquiry were associated with a smaller proportion of reflective statements in this area. However, these types of reflections shifted from mostly focusing on factual knowledge to largely concentrating on procedural knowledge and metacognitive knowledge. In general, our results elicit trends and highlight issues that can help instructors and curriculum developers identify strategies to better support and scaffold student thinking in different learning environments. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10