NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1012174
Record Type: Journal
Publication Date: 2013-Feb
Pages: 7
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0021-9584
Purposeful Design of Formal Laboratory Instruction as a Springboard to Research Participation
Cartrette, David P.; Miller, Matthew L.
Journal of Chemical Education, v90 n2 p 171-177 Feb 2013
An innovative first- and second-year laboratory course sequence is described. The goal of the instructional model is to introduce chemistry and biochemistry majors to the process of research participation earlier in their academic training. To achieve that goal, the instructional model incorporates significant hands-on experiences with chemical instrumentation, beginning in the first semester and continuing through the fourth semester. The model also strives to instill within students an understanding of the social aspects of a working research laboratory, where members enter and gradually change roles based on increased experience and responsibility. An implicit assumption in the instructional model is that students gradually move from verification experiences to more open-inquiry experiences, which mimics the process of joining a working research laboratory. The capstone experience in this model is a laboratory stand-alone course, where students design and implement experiments related to faculty research projects within the department. Ideas for broader implementation of the model at various types of institutions are also suggested. A paper describing the implementation of the model is forthcoming. (Contains 2 tables.)
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 - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A