Laboratory Research Projects in Undergraduate Environmental and Analytical Chemistry

Inquiry- and context-based learning (IBL and CBL, respectively) can lead to improved student outcomes, including increased motivation and interest, the development of critical thinking skills, and improved assessment results. This study outlines the application of IBL research projects in third-year...

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Bibliographic Details
Published inJournal of chemical education Vol. 99; no. 4; pp. 1672 - 1681
Main Authors Scarborough, David L. A, Hall, Rod D, Vanderkruk, Kellie E. N
Format Journal Article
LanguageEnglish
Published Easton American Chemical Society and Division of Chemical Education, Inc 12.04.2022
Division of Chemical Education, Inc
American Chemical Society
Subjects
Analytical chemistry
Chemistry
College Science
Colleges & universities
Communication Skills
Critical Thinking
Design of experiments
Environmental chemistry
Experimental design
Inquiry
Inquiry method
Learning
Motivation
Research design
Research projects
Research Skills
Science Instruction
Science Laboratories
Skills
Student Attitudes
Student Projects
Student Research
Students
Thinking Skills
Undergraduate Students
Upper-Division Undergraduate
Analytical Chemistry
Applications of Chemistry
Laboratory Instruction
Inquiry-Based/Discovery Learning
Undergraduate Research
Environmental Chemistry
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Summary:Inquiry- and context-based learning (IBL and CBL, respectively) can lead to improved student outcomes, including increased motivation and interest, the development of critical thinking skills, and improved assessment results. This study outlines the application of IBL research projects in third-year university Environmental Chemistry and Analytical Chemistry subjects that also incorporate elements of CBL. Informal student surveys were administered to determine student perceptions of the projects. Students reported that the projects improved their critical thinking, communication, and experimental design skills. They also appreciated being able to investigate a single topic in depth and that the projects reflected the work of real scientists. Students also commented that subject administration, the clarity of marking schemes, and access to resources needed improvement. Improved guidance was also a common theme.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.1c01181