Chu Chun, Dewey Jessica L, Zheng Weiwei
Department of Chemistry, Syracuse University, Syracuse, New York 13244, United States.
Duke Learning Innovation, Duke University, Durham, North Carolina 27708, United States.
J Chem Educ. 2023 Aug 15;100(9):3500-3508. doi: 10.1021/acs.jchemed.3c00547. eCollection 2023 Sep 12.
To enhance students' learning and help them understand the whole picture of the field of inorganic chemistry, an inorganic laboratory technique course was designed that uses scaffolded, inquiry-based lab experiments and project-based learning. The scaffolded, inquiry-based laboratories taught in the first 8 weeks of the course helped students better understand the aim of each lab and how to apply each lab technique to a bigger research project. The laboratory experiments also included opportunities for cooperative and collaborative learning through student group work and feedback. To further develop students' independent research skills, we implemented project-based learning in the second part of the course (last 4 weeks), in which students develop a research proposal based on independent literature research and the laboratory techniques they learned from the course. Pilot data suggest that the course helped improve students' interest in inorganic chemistry, science self-efficacy, and science identity. Additionally, students reported that both the scaffolded, inquiry-based laboratories and the project-based learning module enhanced their problem-solving and critical thinking skills.
为了提高学生的学习效果，并帮助他们了解无机化学领域的全貌，我们设计了一门无机实验室技术课程，该课程采用了支架式、基于探究的实验室实验和基于项目的学习方法。在课程的前8周进行的支架式、基于探究的实验室教学，帮助学生更好地理解每个实验的目的，以及如何将每种实验室技术应用于一个更大的研究项目。实验室实验还通过学生小组作业和反馈，提供了合作与协作学习的机会。为了进一步培养学生的独立研究能力，我们在课程的第二部分（最后4周）实施了基于项目的学习，学生们在此过程中根据独立的文献研究和从课程中学到的实验室技术，制定一份研究计划。初步数据表明，该课程有助于提高学生对无机化学的兴趣、科学自我效能感和科学认同感。此外，学生们报告说，支架式、基于探究的实验室和基于项目的学习模块都增强了他们的问题解决能力和批判性思维能力。
