Developing Undergraduate Scientists through Inquiry-Based Chemistry Laboratories

纽约州立大学老韦斯特伯里分校（SUNY-OW）化学系将探索如何激励本科生独立工作，并通过探究式的实验室经验获得技能。该项目将弥合期望的学生学习成果与当前教学实践之间的差距。传统的烹饪书式的实验室体验使许多学生不熟悉科学的方法论和论证，与之相比，探究式的体验提供了更丰富、更有意义的学习体验。该项目还将探讨团队教学对学生参与和学习进度的影响。纽约州立大学ow接受更多的转校生，并将积极向其附属社区学院和其他机构传播他们的研究结果。该项目将研究改善STEM学习和学习环境的创造性方法，重点是研究丰富和技能丰富的化学实验室课程。目标是通过探究性实验教学和议论文写作来提高本科生对科学方法论和议论文的理解。通过将学生自主设计的项目整合到教学实验室中，该项目将为学生提供独立工作和作为科学家进行批判性思考的机会。通过引导议论文写作，学生的深度思考将持续地集中在项目上，同时他们的知识性理解将得到发展。教师引导和学生产生的问题对学习的影响将被检查。本课题将为化学实验室的有效教学提供新的证据，从而引导更好的本科化学教学设计。

The Department of Chemistry at State University of New York at Old Westbury (SUNY-OW) will explore how undergraduate students can be motivated to work independently and gain skills with inquiry-based laboratory experiences. This project will bridge the gap between desired student learning outcomes and current instructional practices. Compared to traditional cookbook-style laboratory experiences, which leave many students unacquainted with scientific methodology and argumentation, inquiry-based experiences provide a richer and more meaningful learning experience. The project will also explore the impact of team teaching on student engagement and learning progress. SUNY-OW accepts a larger number of transfer students and will actively disseminate their findings to their feeder community colleges and other institutions. This project will study creative approaches for improving STEM learning and learning environments, with a focus on a research-rich and a skills-rich chemistry laboratory curriculum. The goal is to improve undergraduates' understanding of scientific methodology and argumentation via inquiry-based laboratory teaching and argumentative writing. By integrating students' self-designed projects into teaching laboratories, the project will provide opportunities for students to work independently and to think critically as scientists. Through guided argumentative writing, students' deep thinking will be persistently focused on projects while their knowledge-based understanding develops. The impact of instructor-guided and student-generated inquiries on learning will be examined. This project will generate new evidence regarding effective instruction in the chemistry laboratory, thus leading to a better instructional design in undergraduate chemistry.