A Guided Inquiry Learning Design for a Large-Scale Chemical Thermodynamics Laboratory Module

Abstract

In this action research study, I propose a guided inquiry alternative to the traditional physical chemistry laboratory module where the equilibrium constant of acetic acid is determined conductometrically. I complement the guided inquiry structure with a 360° feedback support framework for the preparation and assessment of a laboratory report. The new laboratory module showed great promise, improving both report marks and student experiences. Diligent training of teaching assistants, ample availability of formative feedback, and reservation of sufficient time for the guided inquiry activities were identified as key contributors for the success of the module.

Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment

“…Based on the review by Baeten et al (2010), this could be achieved through a reasonable overall workload, student-centred teaching approaches, teacher involvement and orientation towards changing students' conceptions, and assessment that encourages deep learning and resembles students' future practice. For example, Process Oriented Guided Inquiry Learning has recently served as the basis for several physical chemistry laboratory modules (Hunnicutt et al, 2015;Phillips et al, 2019;Cole et al, 2020;Partanen, 2023) and there is some evidence indicating that it can facilitate the adoption of the deep approach while undermining the unreflective one (Joshi and Lau, 2023). Regardless, the deep approach is hard to induce (Baeten et al, 2013).…”

“…This underscores the need for clear assessment instructions, sufficient tools, and support while also monitoring how students perceive the assessment tasks and their workload. Peer and self-assessment are associated with various benefits that are relevant to physical chemistry learning, including critical thinking, metacognitive knowledge, and problemsolving gains (Topping, 1998;Mok et al, 2006;Huisman et al, 2019;Hadzhikoleva et al, 2019), better learning outcomes (Partanen, 2018;Partanen, 2023) and improved attitudes (Partanen, 2020;Partanen, 2023). Consequently, its use in physical chemistry education is cautiously recommended.…”

Measurement of the Joule–Thomson Coefficient of Nitrogen and Carbon Dioxide to Demonstrate LabVIEW, Electronic Data Acquisition, and Experimental Design

“…A range of levels of inquiry given by Fay’s Rubric may be used in implementing this experiment, with a host of benefits and added value including improved learning outcomes and improved student attitude and perception of performance in the physical chemistry lab. Instructors may use the materials provided herein to implement this exercise at Level 0 , where the problem/question, procedure/method, and solution are all provided to the student, or at Level 2 where the problem/question is provided to the student and the procedure/method and solution are constructed by the student .…”

Improving the Teaching/Learning Process in the Binary Vapor–Liquid Equilibrium Experiment Based on the Activity Coefficient Model

“…Alternative solutions such as inquiry-based learning are becoming increasingly popular and aim to enhance students’ creative problem solving ability . The rise of online teaching programs since the coronavirus disease in 2019 has led to the widespread acceptance of online teaching programs, which are known for their convenience and student-friendly nature. , This brings convenience to flexible online software teaching.…”