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ERIC Number: EJ1243386
Record Type: Journal
Publication Date: 2020-Feb
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Available Date: N/A
Precision and Accuracy: Knowledge Transformation through Conceptual Learning and Inquiry-Based Practices in Introductory and Advanced Chemistry Laboratories
Gao, Ruomei; Lloyd, Judith
Journal of Chemical Education, v97 n2 p368-373 Feb 2020
Whereas extensive studies have examined the effectiveness of inquiry-based learning in chemistry education, few have tracked undergraduate performance throughout the college chemistry curricula. In this study, we describe an instructional model of conceptual learning and inquiry-based practices (CLIP) and assess students' transformation of knowledge about precision and accuracy in the laboratory components of Introductory Chemistry, Analytical Chemistry, Instrumental Analysis, and Physical Chemistry. Student performance in written laboratory reports reveals that repetition of concepts and specific feedback from instructors are essential in constructing knowledge about precision and accuracy. We observed a distinct gap between students' perception of their understanding and their ability to determine precision and accuracy in data sets. This gap decreases as students move from introductory to advanced chemistry laboratories, but loss of student participants throughout the study increases the uncertainty in the significance. In contrast to traditional teaching, enhanced learning was observed in Introductory Chemistry I Laboratories thought CLIP, with the support of concept/skill training, specific feedback, and student-centered activities. This study benefits members of the community who are engaged in supporting students' mastery of theory with practice.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A