Purposeful Design of Formal Laboratory Instruction as a Springboard to Research Participation

Autor/inn/en	Cartrette, David P.; Miller, Matthew L.
Titel	Purposeful Design of Formal Laboratory Instruction as a Springboard to Research Participation
Quelle	In: Journal of Chemical Education, 90 (2013) 2, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed2006983
Schlagwörter	Science Laboratories; College Science; Chemistry; Biochemistry; Majors (Students); Teaching Methods; Hands on Science; Inquiry; Science Experiments; Cooperative Learning; Undergraduate Study; Molecular Biology; Science Activities; Scientific Concepts; Interaction; Communities of Practice; Laboratory Procedures; Instructional Innovation; Student Research + Suchen Sie Ihr Suchwort? Chemie; Biochemie; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Grundstudium; Molekularbiologie; Interaktion; Community; Laboruntersuchung; Educational Innovation; Bildungsinnovation; Studentenforschung
Abstract	An innovative first- and second-year laboratory course sequence is described. The goal of the instructional model is to introduce chemistry and biochemistry majors to the process of research participation earlier in their academic training. To achieve that goal, the instructional model incorporates significant hands-on experiences with chemical instrumentation, beginning in the first semester and continuing through the fourth semester. The model also strives to instill within students an understanding of the social aspects of a working research laboratory, where members enter and gradually change roles based on increased experience and responsibility. An implicit assumption in the instructional model is that students gradually move from verification experiences to more open-inquiry experiences, which mimics the process of joining a working research laboratory. The capstone experience in this model is a laboratory stand-alone course, where students design and implement experiments related to faculty research projects within the department. Ideas for broader implementation of the model at various types of institutions are also suggested. A paper describing the implementation of the model is forthcoming. (Contains 2 tables.) (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