Loopholed Scripts: A New Inquiry Approach for the Undergraduate Laboratory
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This study’s general theme revolves around practical work in chemical education, and its scope is the employment of a novel inquiry strategy combined with a new openness level. We investigate how the controlled positive error, a new device for inquiry activities developed by us, affects undergraduate students’ experience of an experiment and develops their scientific mind after they attend a laboratory class. Qualitative research of the case study type was carried out. The subjects were first-year students enrolled in a general chemistry course. We employed textual documents and focus groups for data gathering and found that significantly changing the pattern of a laboratory activity, despite being a challenging and effortful task, had many benefits for the student’s development, such as increasing their connection to and proactivity toward the experiment.
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Chemical Education Research, Electrolytic/Galvanic Cells/Potentials, First-Year Undergraduate/General, Inquiry-Based/Discovery Learning
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Inglês
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Journal of Chemical Education, v. 100, n. 7, p. 2539-2547, 2023.
