Loopholed Scripts: A New Inquiry Approach for the Undergraduate Laboratory
This study’s general theme revolves around practical work in chemical education, and its scope is the employment of a novel inquiry strategy combined with a new openness level. We investigate how the controlled positive error, a new device for inquiry activities developed by us, affects undergraduate students’ experience of an experiment and develops their scientific mind after they attend a laboratory class. Qualitative research of the case study type was carried out. The subjects were first-year students enrolled in a general chemistry course. We employed textual documents and focus groups for data gathering and found that significantly changing the pattern of a laboratory activity, despite being a challenging and effortful task, had many benefits for the student’s development, such as increasing their connection to and proactivity toward the experiment.
Reference
Matheus Almeida Bauer Zytkuewisz, Denis Ricardo Martins de Godoi, Amadeu Moura Bego
J. Chem. Educ., 2023, 100, 2539−2547