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82
Methodology
In 2008, a commercially published
guided-inquiry laboratory curriculum (Kerner & Lamba, 2008) was
instituted for the first-semester general chemistry course at a two-year
community college. This change
provided a case study of the new
guided-inquiry laboratory curriculum versus the old traditional
laboratory curriculum, which consisted of a collection of verification
experiments written in-house. Researchers used a modified version of
Ledermans Continuum of Scientific
Inquiry rubric (Fay et al., 2007) to
assess both curricula and to establish
the degree of inquiry incorporated
into each laboratory experiment.
Student performance was evaluated
via laboratory report average final
grades and individual laboratory
report scores, whereas student perseverance was measured by comparing overall completion rates for
83
research
and
teaching
TABLE 1
Comparison of average ACT scores by student group.
Students
(curriculum type)
Average ACT
comprehensive score
(SD)
Average ACT
science score
(SD)
Control, N = 58
(traditional laboratory)
21.2
(4.0)
22.2
(3.7)
Experimental, N = 70
(guided-inquiry laboratory)
21.3
(3.4)
22.3
(3.3)
TABLE 2
Rubric to identify level of inquiry.
Level of
inquiry
Description
Level 0
Level 1
Level 2
Level 3
TABLE 3
Interrater reliability values for laboratory curricula.
Laboratory
curriculum
Number of
experiments
with agreement
Total
number of
experiments
Interrater reliability
(Spearman rho)
Traditional
12
14
0.730*
Guided inquiry
12
14
0.740*
Overall
24
28
0.853*
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laboratory reports that were not submitted for a score. Further evaluation
compared an adjusted laboratory report average final grade (ALRAFG)
of both student groups for both laboratory curricula. The ALRAFG was
derived solely from those laboratory
reports that were completed and submitted for a score, thus it excluded
any/all laboratory report scores of
zero. Table 5 shows both comparisons by student group.
The LRAFG and ALRAFG for
both student groups were statistically
compared using the MannWhitney
test because they were not normally
distributed. Data analysis revealed
that the LRAFG for students in the
guided-inquiry curriculum (Median =
85.00) is not significantly lower than
that that of students in the traditional
curriculum (Median = 89.93). On the
other hand, the ALRAFG for students
in the guided-inquiry curriculum (Median = 90.07) is significantly lower
than that of students in the traditional
curriculum (Median = 94.74), U =
925.00, p < .005, r = 0.47. Given
that both types of labs were taught
and graded by the same person and
covered similar topics, these data may
indicate that expectations of students
in the guided inquiry curriculum are
higher and that the inquiry reports
might be better probes of student
understanding than traditional lab
reports.
TABLE 4
Laboratory curricula: Level of inquiry.
Inquiry
level
10. Stoichiometry
1
Level of
inquiry
15. What Factors Affect Color Intensity? (solution prep & Beers Law)
18. Can Toxic Ions Be Removed From Water by Precipitation? (separation of compounds by solubility)
12. Which Salts Make Good Cold Packs & Hot Packs? (calorimetry
heat of solution)
Note: Bold italicized text denotes initial disagreement, and the value posted is the
agreed-on level.
85
research
and
teaching
FIGURE 1
Distribution of experiments across levels of inquiry.
Traditional Lab Curriculum
Summary
This study shows that the new guided-inquiry laboratory curriculum was
more inquiry focused in nature than
the old traditional verification curriculum. The students LRAFGs were
statistically the same for both curri-
References
Bransford, J. D., Brown, A. L., &
Cocking, R. R. (Eds.). (2000).
How people learn: Brain, mind,
experience, and school. Washington
DC: National Academies Press.
Cooper, M. M. (1994). Cooperative
chemistry laboratories. Journal of
Chemical Education, 71, 307.
Cooper, M. M., & Kerns, T. (2006).
Changing the laboratory: Effects
of a laboratory course on students
attitudes and perceptions. Journal of
Chemical Education, 83, 13561361.
Fay, M. E., Grove, N. P., Towns, M. H.,
TABLE 5
Comparisons of LRAFG and ALRAFG by student group.
Student group
(lab curriculum)
Average/median
% LRAFG (SD)
Average/median
% ALRAFG (SD)
Control, N = 58
(traditional)
89.93/77.59 (27.25)
94.74/93.89 (3.83)
Experimental, N = 70
(guided inquiry)
85.00/81.00 (15.29)
90.07/88.75 (7.01)
Note: LRAFG = laboratory report average final grade; ALRAFG = adjusted laboratory
report average final grade.
TABLE 6
Comparison of individual laboratory report score by level of inquiry.
Level of
inquiry
Number of
laboratory reports
509
9.50/9.39 (0.84)
855
9.30/8.99 (1.04)
200
9.20/8.86 (1.27)
87
research
and
teaching
193207.
Kerner, N., & Lamba, R. (2008). Guided
inquiry experiments for general
chemistry: Practical problems and
applications. Hoboken, NJ: Wiley.
Kipnis, M., & Hofstein, A. (2007).
Inquiring the inquiry lab in high
school. In R. Pinto & D. Couso
(Eds.), Contributions from science
education research (pp. 297306).
New York, NY: Springer.
Lederman, N. G. (2004, July).
Laboratory experiences and their role
in science education. Paper presented
to the Committee on High School
Science Laboratories: Role and
Vision, Washington, DC.
Pavelich, M. J., & Abraham, M. R.
(1979). An inquiry format laboratory
program for general chemistry.
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The Two-Year
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Research and
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