Purposeful Design of Formal Laboratory Instruction as a Springboard to Research Participation
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- 作者：David P. Cartrette ; Matthew L. Miller
- 刊名：Journal of Chemical Education
- 出版年：2013
- 出版时间：February 12, 2013
- 年：2013
- 卷：90
- 期：2
- 页码：171-177
- 全文大小：191K
- 年卷期：v.90,no.2(February 12, 2013)
- ISSN：1938-1328
文摘
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.