Abstract
The term “inquiry” is used ubiquitously in the chemistry and science education literature. However, there are inconsistencies in how the modifiers of inquiry such as “guided,” “structured,” or “open” are used. We developed a rubric to classify levels of inquiry based upon laboratory characteristics and student independence. We validated the rubric and used it to analyze 229 undergraduate chemistry laboratories in 13 manuals. Our findings indicated that nearly 90% were highly structured laboratory activities with little opportunity for student independence. The rubric can be used to analyze a laboratory course or departmental curricula thus playing a role in departments that are attempting to modify the level of inquiry in their curriculum. To demonstrate how the level of inquiry can be changed, we offer an example of a laboratory written to support varying degrees of student independence. By connecting terms that describe inquiry to levels of student independence this rubric can be used by researchers to place their definition of inquiry on a firm foundation and by practitioners to analyze and modify practices.
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Acknowledgments
This research is supported by the National Science Foundation under Grants No. 0737784 (CCLI) and No. 0536776. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Bruck, L., Bretz, S., Towns, M. (2009). A Rubric to Guide Curriculum Development of Undergraduate Chemistry Laboratory: Focus on Inquiry. In: Gupta-Bhowon, M., Jhaumeer-Laulloo, S., Li Kam Wah, H., Ramasami, P. (eds) Chemistry Education in the ICT Age. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9732-4_9
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DOI: https://doi.org/10.1007/978-1-4020-9732-4_9
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