TY - JOUR
T1 - University students' understanding of chemistry processes and the quality of evidence in their written arguments
AU - Seung, Eulsun
AU - Choi, Aeran
AU - Pestel, Beverly
N1 - Publisher Copyright:
© 2016 by iSER, International Society of Educational Research.
PY - 2016/4/1
Y1 - 2016/4/1
N2 - We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is both to explore university students' understanding of chemistry processes and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course. The data were collected from four classes offered during the first two semesters in which the new curriculum was implemented. We analyzed students' written laboratory reports, which included the components of claims, evidence, and reflection, to investigate their understanding of the process skills required in knowledge construction in chemistry. We also evaluated the quality of evidence the students used to support their claims regarding chemistry processes by using five-level criteria which we developed. The findings of this study show that a process-oriented laboratory curriculum contributes to developing university students' understanding of chemistry processes and the ability to link appropriate and sufficient evidence to their claims. The findings of this study also imply that there are specific types of process skills which are unique or more necessary for chemistry research, and these skills can be developed through a process-oriented chemistry laboratory curriculum.
AB - We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is both to explore university students' understanding of chemistry processes and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course. The data were collected from four classes offered during the first two semesters in which the new curriculum was implemented. We analyzed students' written laboratory reports, which included the components of claims, evidence, and reflection, to investigate their understanding of the process skills required in knowledge construction in chemistry. We also evaluated the quality of evidence the students used to support their claims regarding chemistry processes by using five-level criteria which we developed. The findings of this study show that a process-oriented laboratory curriculum contributes to developing university students' understanding of chemistry processes and the ability to link appropriate and sufficient evidence to their claims. The findings of this study also imply that there are specific types of process skills which are unique or more necessary for chemistry research, and these skills can be developed through a process-oriented chemistry laboratory curriculum.
KW - Process-oriented chemistry laboratory curriculum
KW - Reasoning ability
KW - Science process skills
KW - Written arguments
UR - http://www.scopus.com/inward/record.url?scp=84964674981&partnerID=8YFLogxK
U2 - 10.12973/eurasia.2016.1248a
DO - 10.12973/eurasia.2016.1248a
M3 - Article
AN - SCOPUS:84964674981
SN - 1305-8215
VL - 12
SP - 991
EP - 1008
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 4
ER -