Term
Summer 2020
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Kelly Killorn
Content Expert
Nadia Carmosini
Abstract
High school chemistry laboratory experiments offer a context-rich environment for learning chemistry. However, the complexity of the lab environment can also complicate the learning experience. This capstone explores the question: How can a pre-laboratory instructional framework help high school chemistry students independently design experiment procedures in order to transform inquiry experiments into an effective tool for content learning? The literature review explores how four instructional approaches (science writing heuristic, writing-to-learn strategies, pre-laboratory instruction, and demonstrations) impact learning outcomes. Using that research as a foundation, the capstone proposes an instructional framework utilizing a teacher-led demonstration to engage prior knowledge and teach laboratory skills followed by guided analysis questions that ask students to model the system, connect with prior knowledge, and hypothesize potential results. This sequence prepares students to design an experimental procedure and engage with practical and theoretical aspects of chemistry. The capstone concludes with a personal reflection including the role of simplicity when designing experiments and the further work needed to expand this framework through the final stages of the inquiry process.
Keywords
Curriculum, Science, Inquiry-Based Instruction
Recommended Citation
Golden, Naomi, "A Framework for Pre-Laboratory Instructional Design to Support Student Inquiry in High School Chemistry" (2020). School of Education and Leadership Student Capstone Projects. 495.
https://digitalcommons.hamline.edu/hse_cp/495
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects