Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 3915-3922 |
| Seitenumfang | 8 |
| Fachzeitschrift | Journal of Chemical Education |
| Jahrgang | 99 |
| Ausgabenummer | 12 |
| Frühes Online-Datum | 28 Sept. 2022 |
| Publikationsstatus | Veröffentlicht - 13 Dez. 2022 |
Abstract
Scientific reasoning competencies enable students to engage in scientific inquiry through a wide range of methods, for example by asking questions, formulating hypotheses, and planning, carrying out, and evaluating experiments. Laboratories are particularly suitable to foster these competencies in higher education. In order to give lab educators the opportunity to foster scientific reasoning competencies, we present a learning sequence consisting of four established experiments in the field of kinetics. These include investigating reaction rate dependencies, for example of the reaction between sodium thiosulfate solution with hydrochloric acid solution depending on concentration and temperature and of the reaction between potassium peroxodisulfate solution with potassium iodide solution depending on the choice of catalyst. As a curricular innovation, these classical kinetics experiments are implemented in a manner that students have to reason scientifically including the control of variables strategy. The experiments are sequenced using the steps of confrontation, acquisition, application, reflection, and transfer. Deploying measures of learning support, this sequence allows students to develop a multitude of scientific reasoning skills, helping them to meet an increasing number of quality criteria of scientific investigations for ensuring the validity of their experimentation. We coded the lab reports with regard to fulfilled quality criteria based on a pre- and postevaluation design (N = 46). The results confirm significant gains in students' scientific reasoning competencies.
ASJC Scopus Sachgebiete
- Chemie (insg.)
- Sozialwissenschaften (insg.)
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in: Journal of Chemical Education, Jahrgang 99, Nr. 12, 13.12.2022, S. 3915-3922.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Fostering Scientific Reasoning Competencies in Undergraduate Laboratories Using “Classical” Kinetics Experiments
AU - Reith, Marco
AU - Nehring, Andreas
PY - 2022/12/13
Y1 - 2022/12/13
N2 - Scientific reasoning competencies enable students to engage in scientific inquiry through a wide range of methods, for example by asking questions, formulating hypotheses, and planning, carrying out, and evaluating experiments. Laboratories are particularly suitable to foster these competencies in higher education. In order to give lab educators the opportunity to foster scientific reasoning competencies, we present a learning sequence consisting of four established experiments in the field of kinetics. These include investigating reaction rate dependencies, for example of the reaction between sodium thiosulfate solution with hydrochloric acid solution depending on concentration and temperature and of the reaction between potassium peroxodisulfate solution with potassium iodide solution depending on the choice of catalyst. As a curricular innovation, these classical kinetics experiments are implemented in a manner that students have to reason scientifically including the control of variables strategy. The experiments are sequenced using the steps of confrontation, acquisition, application, reflection, and transfer. Deploying measures of learning support, this sequence allows students to develop a multitude of scientific reasoning skills, helping them to meet an increasing number of quality criteria of scientific investigations for ensuring the validity of their experimentation. We coded the lab reports with regard to fulfilled quality criteria based on a pre- and postevaluation design (N = 46). The results confirm significant gains in students' scientific reasoning competencies.
AB - Scientific reasoning competencies enable students to engage in scientific inquiry through a wide range of methods, for example by asking questions, formulating hypotheses, and planning, carrying out, and evaluating experiments. Laboratories are particularly suitable to foster these competencies in higher education. In order to give lab educators the opportunity to foster scientific reasoning competencies, we present a learning sequence consisting of four established experiments in the field of kinetics. These include investigating reaction rate dependencies, for example of the reaction between sodium thiosulfate solution with hydrochloric acid solution depending on concentration and temperature and of the reaction between potassium peroxodisulfate solution with potassium iodide solution depending on the choice of catalyst. As a curricular innovation, these classical kinetics experiments are implemented in a manner that students have to reason scientifically including the control of variables strategy. The experiments are sequenced using the steps of confrontation, acquisition, application, reflection, and transfer. Deploying measures of learning support, this sequence allows students to develop a multitude of scientific reasoning skills, helping them to meet an increasing number of quality criteria of scientific investigations for ensuring the validity of their experimentation. We coded the lab reports with regard to fulfilled quality criteria based on a pre- and postevaluation design (N = 46). The results confirm significant gains in students' scientific reasoning competencies.
KW - First-Year Undergraduate/General
KW - Inquiry-Based/Discovery Learning
KW - Kinetics
KW - Laboratory Instruction
UR - http://www.scopus.com/inward/record.url?scp=85139208902&partnerID=8YFLogxK
U2 - 10.1021/acs.jchemed.2c00340
DO - 10.1021/acs.jchemed.2c00340
M3 - Article
VL - 99
SP - 3915
EP - 3922
JO - Journal of Chemical Education
JF - Journal of Chemical Education
SN - 0021-9584
IS - 12
ER -