Laboratory projects using inquiry-based learning: an application to a practical inorganic course

Laboratory projects using inquiry-based learning: an application to a practical inorganic course

This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses), communicational, environmental and application abilities were revealed by the students throughout the experimental course.

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Main Author: Carriazo,José G.
Format: Digital revista
Language:English
Published: Sociedade Brasileira de Química 2011
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422011000600029
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spelling oai:scielo:S0100-404220110006000292011-08-01Laboratory projects using inquiry-based learning: an application to a practical inorganic courseCarriazo,José G. inquiry-based learning inorganic laboratory chemical education This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses), communicational, environmental and application abilities were revealed by the students throughout the experimental course.info:eu-repo/semantics/openAccessSociedade Brasileira de QuímicaQuímica Nova v.34 n.6 20112011-01-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422011000600029en10.1590/S0100-40422011000600029
institution SCIELO
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country Brasil
countrycode BR
component Revista
access En linea
databasecode rev-scielo-br
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region America del Sur
libraryname SciELO
language English
format Digital
author Carriazo,José G.
spellingShingle Carriazo,José G.
Laboratory projects using inquiry-based learning: an application to a practical inorganic course
author_facet Carriazo,José G.
author_sort Carriazo,José G.
title Laboratory projects using inquiry-based learning: an application to a practical inorganic course
title_short Laboratory projects using inquiry-based learning: an application to a practical inorganic course
title_full Laboratory projects using inquiry-based learning: an application to a practical inorganic course
title_fullStr Laboratory projects using inquiry-based learning: an application to a practical inorganic course
title_full_unstemmed Laboratory projects using inquiry-based learning: an application to a practical inorganic course
title_sort laboratory projects using inquiry-based learning: an application to a practical inorganic course
description This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses), communicational, environmental and application abilities were revealed by the students throughout the experimental course.
publisher Sociedade Brasileira de Química
publishDate 2011
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422011000600029
work_keys_str_mv AT carriazojoseg laboratoryprojectsusinginquirybasedlearninganapplicationtoapracticalinorganiccourse
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