Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 93, Issue 1, Pages 56-63Publisher
AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.5b00371
Keywords
First-Year Undergraduate/General; Environmental Chemistry; Inorganic Chemistry; Laboratory Instruction; Inquiry-Based/Discovery Learning; Solid State Chemistry; Spectroscopy; TA Training/Orientation
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General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and messy real-world data necessitates a change in student expectations and epistemology. Design considerations for laboratories that transition students and teaching assistants from one format to another are described here along with experiences when implemented in the second semester of a large-enrollment general chemistry course.
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