Periodic Trends in a Simulated Water Treatment Station: A Methodology to Engage Students in the Lower Levels of Inorganic Chemistry Learning

Autor/inn/en	Bezerra de Castro, Caio; Teixeiro, Ivo Freitas; Marques Netto, Caterina G. C.
Titel	Periodic Trends in a Simulated Water Treatment Station: A Methodology to Engage Students in the Lower Levels of Inorganic Chemistry Learning
Quelle	In: Journal of Chemical Education, 97 (2020) 8, S.2175-2184 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teixeiro, Ivo Freitas) ORCID (Marques Netto, Caterina G. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Inorganic Chemistry; Water Quality; Simulation; Undergraduate Students; College Science; Science Instruction; Inquiry; Active Learning; Science Laboratories; Learner Engagement; Instructional Effectiveness; Conventional Instruction; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Anorganische Chemie; Wasserqualität; Simulation program; Simulationsprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Unterrichtserfolg; Ausland; Brasilien
Abstract	The comprehension of the reactivity of the elements is an important goal to be achieved in undergraduate courses in inorganic chemistry. Therefore, at Universidade Federal de São Carlos (UFSCar), the B.Sc. in chemistry has a laboratory course dedicated to the chemistry of the elements. However, we have noticed a decrease in students' interest in this discipline over the years. Hence, we decided to use inquiry-based methodology in a full semester of an experimental laboratory of "chemistry of the elements" in an attempt to increase their interest. As a guideline, we used the theme of water treatment to engage them in solving problems related to inorganic chemistry reactivity and noticed greater enthusiasm toward the curriculum and research methodologies. Furthermore, at the end of the course, both methodologies (traditional and inquiry-based) were evaluated by an anonymous questionnaire. By using a rating from 0 to 5 (ranging from worst to best), it was evident that the mean rate for the new methodology (4.2) was significantly higher than the rate given to the traditional methodology (2.3). The improvement in the overall performance of the report grades in comparison to the traditional methodology over the inquiry-guided one was complementary to the questionnaire, indicating that poor performance was diminished or even depleted. We believe that this methodology improved the students' level of confidence and knowledge, indicating that it could be applied to any other laboratory course. (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	2024/1/01