2022 Summer Undergraduate Research Program (SURP) Symposium
Location
ScholarSpace, Rod Library, University of Northern Iowa
Presentation Type
Open Access Poster Presentation
Document Type
poster
Keywords
Chemistry--Study and teaching (Higher); College teaching--Methodology;
Abstract
The Science Writing Heuristic (SWH) and Argument Driven Inquiry (ADI) are evidence-based laboratory approaches that emphasize the process of scientific argumentation (Burke et al., 2006; Rudd et al., 2001; Walker et al., 2011). The University of Northern Iowa utilized the SWH approach for over 10 years until research indicated that the cognitive load associated with the pre-lab, specifically, hindered students’ ability to participate in authentic scientific inquiry for the rest of the laboratory experiment (Bonde & Del Carlo, 2018). In response to this, a hybrid model of instruction integrating elements of both the SWH and ADI laboratory approaches was created and implemented starting in Fall 2019 (Alitz & Del Carlo, 2019). While research and data collection since that time was challenging, key elements of the ADI-SWH hybrid model are described, along with student outcomes that have been collected and analyzed.
Start Date
29-7-2022 11:00 AM
End Date
29-7-2022 1:30 PM
Event Host
Summer Undergraduate Research Program, University of Northern Iowa
Faculty Advisor
Dawn Del Carlo
Department
Department of Chemistry and Biochemistry
Copyright
©2022 Lydia Richardson and Dr. Dawn Del Carlo
File Format
application/pdf
Recommended Citation
Richardson, Lydia and Del Carlo, Dawn Ph.D., "Attitudes Toward the Chemistry Laboratory Learning Environment Using Different Pedagogies and Assessment Protocols" (2022). Summer Undergraduate Research Program (SURP) Symposium. 20.
https://scholarworks.uni.edu/surp/2022/all/20
Attitudes Toward the Chemistry Laboratory Learning Environment Using Different Pedagogies and Assessment Protocols
ScholarSpace, Rod Library, University of Northern Iowa
The Science Writing Heuristic (SWH) and Argument Driven Inquiry (ADI) are evidence-based laboratory approaches that emphasize the process of scientific argumentation (Burke et al., 2006; Rudd et al., 2001; Walker et al., 2011). The University of Northern Iowa utilized the SWH approach for over 10 years until research indicated that the cognitive load associated with the pre-lab, specifically, hindered students’ ability to participate in authentic scientific inquiry for the rest of the laboratory experiment (Bonde & Del Carlo, 2018). In response to this, a hybrid model of instruction integrating elements of both the SWH and ADI laboratory approaches was created and implemented starting in Fall 2019 (Alitz & Del Carlo, 2019). While research and data collection since that time was challenging, key elements of the ADI-SWH hybrid model are described, along with student outcomes that have been collected and analyzed.
