Developing Undergraduate Scientists through Inquiry-Based Chemistry Laboratories

化学系在州立大学的纽约旧韦斯特伯里（SUNY-OW）将探讨如何激励本科生独立工作，并获得技能与探究为基础的实验室经验。这个项目将弥合学生期望的学习成果与当前教学实践之间的差距。与传统的食谱式实验室体验相比，这让许多学生不熟悉科学方法和论证，基于探究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。SUNY-OW接受更多的转学生，并将积极将他们的发现传播给他们的支线社区学院和其他机构。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。目的是通过探究式实验教学和论辩文写作，提高本科生对科学方法论和论辩的理解。通过将学生自行设计的项目融入教学实验室，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。通过指导性的议论文写作，学生的深层思考将持续关注项目，同时他们的知识基础的理解发展。将研究教师指导和学生产生的调查对学习的影响。这个项目将产生新的证据，在化学实验室有效的教学，从而导致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.