INQUIRY IN THE

COLLEGE
CHEMISTRY
LABORATORY
Anthony Hinde

Department of Chemistry

California State University Fresno

October 14, 2016

GUIDING QUESTIONS
Current teaching methods?
Value of inquiry?
Teaching Considerations?

6
2
19

201
0

ATTRITION
Fresno State 1.8%1 Nationwide 2%2
Leave the Field (50%).3

The flight of
students from
science raises
serious doubts
about the nations
ability to respond
to future scientific
challenges.3

Continue to graduate school or the

work force (50%).3
1.
2.
3.

Chancellors office ERSS report 2015.

Chang, J. M., Kwon, C., Stevens, L., & Buonora, P. (2016). Strategies to Recruit and Retain Students in
Physical Sciences and Mathematics on a Diverse College Campus.Journal of College Science
Teaching,45(3), 14-22.
STEM Attrition: College Students Paths Into and Out of STEM Fields Statistical Analysis Report. US
Department of Education. 2013.

https://pixabay.com/en/photos/chemistry/

CAUSES OF ATTRITION
Demographics
Interactions with
Peers/Instructor
Precollege Prep
Type
Levelof
ofCollege
Success
https://studentforever21.files.wordpress.com/2012/05/cartoon-manrunning-away-new2.jpg

STEM Attrition: College Students Paths Into and Out of STEM Fields Statistical Analysis Report. US Department of Education. 2013.
Chang, J. M., Kwon, C., Stevens, L., & Buonora, P. (2016). Strategies to Recruit and Retain Students in Physical Sciences and Mathematics on a Diverse
College Campus.Journal of College Science Teaching,45(3), 14-22.

It is nothing short of a miracle that the

modern methods of instruction have not
yet entirely strangled the holy curiosity
of enquiry.
- Albert Einstein,Ideas and Opinions

By Unknown - Official 1921 Nobel Prize in Physics

photograph, Public Domain,
https://commons.wikimedia.org/w/index.php?

Postareff, L., Lindblom-Ylnne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching
in higher education.Teaching and Teacher Education,23(5), 557-571.

DISCUSSION
What skills do students learn from the

laboratory?

What skills are needed from the laboratory?

WHAT WE WOULD LIKE TO

SEE
Questioning

Collecting Data

Generating Hypothesis

Critically Thinking

Experimenting

Analyzing

Designing

Interpreting

Planning

Concluding

Predicting

Communicating

Modeling

Collaborating

CURRENT TEACHING
METHODS
Students
Empty Vessels

Passive Participation
Facts and Algorithms

https://pixabay.com/static/uploads/photo/2014/08/10/08/05/speakers414557_1280.jpg

Teachers

Transmit Knowledge
Teacher-Centered

Curriculum

Product Oriented

5 MYTHS OF CURRENT
1.
Transmission myth
METHODS
2.
3.
4.
5.

Efficiency myth
Rigor myth
Control myth
Expert myth

"But a lot of the college instruction is still kind of a

training mentality: They have to have mastered this
before they move into the next course. I think that's
a mistake.
~ Carl Wieman 2016, Noble Laureate ~
Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum.Science education,80(2), 223-241.
Weiman, C, NPR Radio Interview by Westervelt E. (2016). A Nobel Laureates Education Plea: Revolutionize Teaching.

Inquiry Teaching
Students
Method

http://sunhosting.co.uk/wp-content/uploads/2016/03/Web-image.jpg

Constructivist
Problem Solvers
Use Knowledge
Active Participation
Building Understanding

Teachers

Guide/Facilitator

Curriculum

Process and Product

Oriented

LEVELS OF
INQUIRY
Type

Problem

Apparatus

Procedure

Solution

Level

Verification

Given

Given

Given

Given

Structured

Given

Given

Given

Open

Guided

Given

Given/Open

Open

Open

Open

Open

Open

Open

Open

Levels of Inquiry. Modified from Blanchard (2010).

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of
accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction.Science
Education,94(4), 577-616.

DIFFERENTIATION

Low Student

High Student

PREPARATION

Time Spent Preparing Before Laboratory in

Verification (Exp), Open, and Guided (Rev)
versions of the Experiment.

Generating
Hypothesis
Designing
Planning
Predicting
Communicatin
g
Collaborating

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to,
and outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3), 351372.

EFFORT

Time spent in the laboratory during the Verification

(Exp), Open, and Guided (Rev) versions of the
Experiment.

Questioning
Experimenting
Collecting Data
Critically
Thinking
Communicating
Collaborating
Analyzing
Interpreting
Modeling
Concluding

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and
outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3), 351-372.

STUDENT ACHIEVEMENT
1

n=40, SD=0.99 (Typ)

n=28, SD 1.13 (Inq)
ES 0.83, p<0.001

n=72, SD=1.13 (Typ)

n=75, SD 1.14 (Inq)
ES 1.6, p<0.001

0.5

Chemistry 1
0
-0.5
-1

Chemistry 2
-1.5
Typical Cohort

Inquiry Cohort

-2.6 to -0.8 No Link, -0.8 to 1.0 Partial Link, 1.0 to 2.8 Full Link, 2.8+ Complex Link
Lee, H. S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technologyenhanced inquiry science units impact classroom learning?.Journal of
Research in Science Teaching,47(1), 71-90.

ACHIEVEMENT ACROSS
SCIENCES
3

n=2060, SD=1.52 (TYP)

n=2685, SD 1.23 (INQ)
ES 0.34, p <0.001

2.5
2
1.5
1
0.5
0
-0.5

Total (27 Classes)

Typical Cohort

Inquiry Cohort

-2.6 to -0.8 No Link, -0.8 to 1.0 Partial Link, 1.0 to 2.8 Full Link, 2.8+
Complex Link

Lee, H. S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technologyenhanced inquiry science units impact classroom learning?. Journal of
Research in Science Teaching,47(1), 71-90.

KNOWLEDGE
UNDERSTANDING/RETENTIO
N

Frequency and Percent of studies by impact on student learning for each finding
type compared to typical teaching methods.

Minner, D. D., Levy, A. J., & Century, J. (2010). Inquirybased science instructionwhat is it and does it matter? Results from a research
synthesis years 1984 to 2002.Journal of research in science teaching,47(4), 474-496.

SKILLS

Analysis of interviews with students. N=6 for each group, Verification (Exp),
Open, and Guided (Rev)

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to,
and outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3),
351-372.

LOW ATTITUDES
It was so close to the
exam I wouldnt have time
to plan on my own.
Low Verification
Student 1
I dont like to plan
experiments, I do what I
am told. I am no leader
Low Verification Student 2

Interesting to do something on
your own. It makes you think,
which a recipe does not. You can
make mistakes and learn from
them.
Low Open Student 1
You learn better when you
have to find out by yourself but
I personally have difficulties in
planning. I was worried about
planning before I started but it
went well.
Low Open Student 2

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and
outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3), 351-372.

HIGH ATTITUDES
In principle, open version,
but the practical part would
not have worked for me.
High Verification
Student 1
The practical would have
been difficult for me
without detailed
instructions.
High Verification Student 2

Extremely fun to plan your own

experiment. We could bounce our
knowledge around in our minds
and understand what would
work.

High Open Student 1

The data that came out were
lousy but that did not matter, I
knew why! The idea to make us
think is just OK.
High Open Student 2

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and
outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3), 351-372.

INQUIRY ALLOWS YOU TO

DIFFERENTIATE Guided Low Student 1
This gave me a lot of
self-confidence. I was
not just rolling along, I
could do something
myself, a challenge.

Guided High Student 1

Guided High Student 2

I will remember this one

better than all the others. If
you try to do something
more advanced it will take
too much of your time,
though.
I got more interested. It
might take more time but
you also learn more.

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and
outcomes of, an expository versus an open-inquiry version of the same experiment.International Journal of Science Education,25(3), 351-372.

TAKE AWAY
ACHIEVMENT
DEPTH OF UNDERSATANDING
KNOWLEDGE UNDERSTANDING/RETENTION
SKILLS AND PRACTICES
PREPERATION
EFFORT
INTEREST AND ENGAGEMENT

Dr. Donnelly

Ryan Umar

Dr. Maitra

Mrs. Hinde M.S.

Dr. Goto

ACKNOWLEDGEMENTS