CHED 430 |
| Safe, simple laboratory activities, which can be performed in a reasonable time frame, are particularly attractive for large (>200 students), first-year chemistry courses. Traditional “verification” experiments often meet these requirements, but do not always challenge students to interpret results or connect with classroom presentations. “Inquiry” or “discovery” experiments may be more challenging, but difficult to implement with large numbers of students. This presentation will offer ways to modify several traditional, environmentally friendly experiments dealing with energy transfer. By omitting information that is usually given and including various question sequences, students can be challenged to connect the macroscopic, microscopic and symbolic domains, while reinforcing material presented in the classroom. Such modifications will be discussed within the context of various laboratory instruction styles articulated by Domin. The work is based on an action research model, which relies on student feedback to drive curriculum improvements. |
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The Laboratory and First-Year Chemistry
8:30 AM-11:15 AM, Wednesday, August 22, 2007 Seaport -- Flagship Room, Oral
Division of Chemical Education |