A rubric to characterize inquiry in the undergraduate chemistry laboratory

Fay, Michael E.; Grove, Nathaniel P.; Towns, Marcy H.; Bretz, Stacey Lowery

doi:10.1039/b6rp90031c

Cited by 113 publications

(121 citation statements)

References 21 publications

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“…Inquiry learning model is recommended for learning through invention. Guided inquiry is one of the various inquiry learning models which mainly consists of five steps, namely observation, manipulation, generalization, verification and application (Vishnumolakala, Southam, Treagust, Mocerino, & Qureshi, 2017;Fay, Grove, Towns, & Bretz, 2007;MartinHansen, 2002). Guided inquiry provides guidance in formulating investigative questions and/or other phases if required commonly for learners whose inquiry skill has not committed or established (Banchi, H., Bell, 2008;Wenning & Khan, 2011;Shen, 2007;Kuhlthau, 2010;Dounas-Frazer & Reinholz, 2015;Vishnumolakala et al, 2017).…”

Section: Review Of Literaturementioning

confidence: 99%

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Sudria¹,

Redhana²,

Kirna³

et al. 2018

INT J INSTRUCTION

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This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guidedinquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.

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Section: Review Of Literaturementioning

confidence: 99%

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Sudria¹,

Redhana²,

Kirna³

et al. 2018

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…To simplify the matter, it is suggested that there should be four (4) levels of openness, namely Levels 0-3, and three categories of element to be incorporated into the laboratory manual, namely problem, ways and means and answers. The scientific enquiry rubric, as given by Fay et al (2007) for the levels of openness are summarized and described as in Table 2 below by the University of New South Wales, Australia (UNSW, 2017). The problem, procedure and methods for achieving solutions are provided to the student.…”

Section: Level Of Opennessmentioning

confidence: 99%

“…The student chooses the problem to explore, develops a procedure for investigating the problem, decides what data to gather, and interprets the data in order to propose viable solutions Source: Fay et al (2007) …”

mentioning

confidence: 99%

Implementation of Open-Ended Laboratory (OEL) in Environmental Engineering Subject for Civil Engineering Diploma Program

Azida

Farina

Zuhaida

et al. 2018

International Journal of Asian Social Science

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Article HistoryAn open-ended laboratory is where students are given the freedom to develop their own experiments, instead of merely following the already set guidelines from a lab manual or elsewhere. It will create the students to think critically and also out of the box. The students here have to devise their own strategies and back them with explanations, theory and logical justification. One of the subjects that implement OEL in Civil Engineering Diploma Program is Environmental Engineering subject. The students have to work in groups to come out with the laboratory reports and they also have to undergo 2 practical tests which have to be done individually. The laboratory reports were used to measure their teamwork and practical skills while the practical tests measure the psychomotor ability. Overall marks for OEL reports for this subject shows that all groups achieved 78% marks and above. As for practical tests marks indicate that practical test 1 is higher than practical test 2. It is proved that by implementing OEL, increased the independent learning amongst students by giving them a platform to be innovative and creative in designing and executing their own experiments. Contribution/ Originality:This study is one of very few studies which have investigated the practicality of implementing the open-ended laboratory activities at different levels of Environmental Laboratory course for a three-year engineering diploma program and how it was implemented at the Faculty of Civil Engineering.

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“…University students can't explain the observation outcomes in the laboratory and be less able to rationalize it 2 . Some researchers conduct the performance instrument development in the chemical laboratory, generally by the instrument design process, content validation and revision outcome instrument trial 3,4,1,5,6 . The result is that the developed performance assessment instruments have very good validity and reliability, meaning that the instruments developed can assess the students' laboratory skill correctly.…”

Section: Introductionmentioning

confidence: 99%

Performance assessment instrument to assess the senior high students’ psychomotor for the salt hydrolysis material

Nahadi¹,

Firman²,

Yulina³

2016

AIP Conference Proceedings

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A rubric to characterize inquiry in the undergraduate chemistry laboratory

Cited by 113 publications

References 21 publications

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Implementation of Open-Ended Laboratory (OEL) in Environmental Engineering Subject for Civil Engineering Diploma Program

Performance assessment instrument to assess the senior high students’ psychomotor for the salt hydrolysis material

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