The Value of Failure: A Student-Driven Course-Based Research Experience in an Undergraduate Organic Chemistry Lab Inspired by an Unexpected Result

Autor/inn/en	Heller, Stephen T.; Duncan, Andrew P.; Moy, Cheryl L.; Kirk, Sarah R.
Titel	The Value of Failure: A Student-Driven Course-Based Research Experience in an Undergraduate Organic Chemistry Lab Inspired by an Unexpected Result
Quelle	In: Journal of Chemical Education, 97 (2020) 10, S.3609-3616 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heller, Stephen T.) ORCID (Duncan, Andrew P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Instruction; Student Research; Undergraduate Students; Laboratory Experiments; Teaching Methods; Inquiry; Organic Chemistry; Workshops; Hypothesis Testing; Student Attitudes; Research Reports; Self Efficacy; Teacher Attitudes; College Faculty; Behavior Change; Discovery Learning; Oregon + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenforschung; Laboratory work; Laborarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Organische Chemie; Lernwerkstatt; Schulung; Hypothesenprüfung; Hypothesentest; Schülerverhalten; Research report; Forschungsbericht; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Fakultät; Entdeckendes Lernen
Abstract	Research experiences are widely understood to be valuable for the intellectual and professional development of undergraduate science students. Course-based undergraduate research experiences (CUREs) have become popular as a means of engaging large numbers of students in research by leveraging institutional supports for laboratory courses. At Willamette University, we have adapted a guided-inquiry experiment that gave unexpected results into a CURE in the lower-division organic chemistry curriculum. This experience has engaged several cohorts of students in a 7 week investigation focused on identifying the mechanistic origin of a nonstereospecific hydroxybromination of Z-stilbene, an observation that contradicts how this addition reaction is presented in standard organic chemistry curricula. Each year, the cohort experimentally "discovers" the anomalous stereochemical outcome of the addition reaction. Students then participate in a workshop focused on developing mechanistic hypotheses that can account for the result and on designing experiments that will address their hypotheses. Over the next three lab sessions, students execute their experiments, reconsidering and revising their hypotheses as their data dictate. The experience culminates in formal oral and written presentations of results. Student perceptions of the pedagogical value of the CURE, the effect of the lab on their self-efficacy, and the novelty of research being conducted were assessed in multiple class cohorts, while faculty perceptions of changes in student behavior and skill were also documented. (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