Session: Undergraduate Research Posters: Chemistry Education:

Previous research indicated that the Science Writing Heuristic (SWH) prelab format results in cognitive overload for students and does not provide sufficient scaffolding to allow for genuine scientific inquiry. In light of this research, a new prelab format was designed using elements of both SWH and Argument-Driven Inquiry (ADI) laboratory models, with the intent of providing more scaffolding for students and reducing the amount of extraneous load associated with the lab. In the new model, videos, simulations, and interactive quizzes are used to demonstrate relevant tools and broad concepts, reducing the amount of new information students need to process during the lab session. This new format was implemented in one section of General Chemistry I and one section of General Chemistry II (for science majors) during the 2019-20 academic year. During that year, research was conducted to determine to what extent and in what ways students perceive they are supported in lab by having a mixture of videos, simulations, and interactive feedback questions as prelabs. Interviews were conducted with students in the experimental classes and focused on various aspects of the new prelab format. Analysis of these interviews indicated that prelab activities, such as writing their own beginning questions and procedures and being required to practice skills in a virtual setting before using them in lab classes, made students feel they understood the lab process more fully and made the lab more meaningful to them.

Dawn Del Carlo

Appearances