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ERIC Number: EJ941007
Record Type: Journal
Publication Date: 2011-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0021-9584
Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs
Walker, Joi Phelps; Sampson, Victor; Zimmerman, Carol O.
Journal of Chemical Education, v88 n8 p1048-1056 Aug 2011
This article presents a new instructional model called Argument-Driven Inquiry (ADI) that can be used in undergraduate college chemistry laboratory courses. ADI is designed to provide students with an opportunity to develop their own method to generate data, to carry out investigations, use data to answer research questions, write, and be more reflective as they work. In addition, the ADI instructional model integrates opportunities for students to engage in scientific argumentation and peer review. This article describes the ADI instructional model, provides the empirical and theoretical foundation for it, and presents a detailed semester pacing schedule for general chemistry I laboratories, peer-review guides, and instructor scoring rubrics. (Contains 2 tables and 3 figures.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A