Project-Based Guided Inquiry (PBGI) in Introductory Chemistry

Abstract

Undergraduate science laboratory courses are a powerful supplement to their corresponding lecture courses and can improve student learning. This is particularly true for introductory science courses. While the lectures provide students with a broad introduction to theory and history, the laboratory provides students with hands-on experience, opportunities to witness scientific principles firsthand, and, at its best, direct engagement with inquiry and the processes of science. Based on the science education literature, principles of backward design, and evidence-based practices, we have developed a project-based guided inquiry (PBGI) curriculum for students in the introductory chemistry laboratory. In the PBGI approach, students “solve a real-world problem over time through the systematic analysis of data and are given guiding questions to support the development of investigations to answer the problem” (Wheeler LB, Maeng JL, Chiu JL, Bell RL, J Res Sci Teach 54:463–492, 2017b). Essential to the PBGI curriculum are a team-based approach to engaging in inquiry and support mechanisms to ensure success of diverse students. Our research demonstrates the efficacy of the PBGI curriculum in improving students’ content knowledge, confidence, and skills. In this chapter, we describe our PBGI approach, detail the essential components of the PBGI curriculum, and describe research demonstrating the efficacy of our approach. We conclude with a section exploring different ways to modify the curriculum for different contexts.