Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

Autor/inn/en	Amer, Miquel Àngel; Luque-Corredera, Carlos; Bartolomé, Elena
Titel	Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water
Quelle	In: Journal of Chemical Education, 99 (2022) 3, S.1255-1265 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amer, Miquel Àngel) ORCID (Luque-Corredera, Carlos) ORCID (Bartolomé, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00971
Schlagwörter	Water Quality; Chemistry; Science Instruction; Introductory Courses; Inquiry; Student Projects; Active Learning; Engineering Education; College Freshmen; Hands on Science; College Science + Suchen Sie Ihr Suchwort? Wasserqualität; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Schulprojekt; Aktives Lernen; Ingenieurausbildung; Studienanfänger
Abstract	The application of the Study and Research Path (SRP) methodology for learning general chemistry, a fundamental course often found in the first-year curriculum of many technical degrees, is investigated. In recent years, SRPs have emerged as interesting inquiry and project-based teaching formats. In an SRP, the search for an answer to a generating question (Q[subscript 0]) triggers an arborescent scheme of derived questions and answers, that are summarized in a Q-A map. In our study case, we designed, implemented, and analyzed an SRP for a first-year course in Engineering. The SRP revolved around the Q[subscript 0] question, "what is the quality of tap water in your city?", which led students to become familiar with standards and learn different chemical analysis techniques to determine water quality parameters (hardness, pH, dry residue, sulfates, chlorides). Results of the first edition evidence that SRP enriched the learning of chemistry and expanded the media and milieu with respect to the traditional course. The specific design of the SRP helped overcome the didactic problems of the previous organization, by integrating the theoretical and experimental contents, improving the students' lab skills and providing a "sense" for the course, thus increasing the students' motivation. Both students and teachers adapted easily to the new instruction format. The results of this work open new opportunities for the application of SRPs in other chemistry courses in the future. (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