Previous research indicates that the Science Writing Heuristic (SWH) based prelab format results in cognitive overload for students and does not provide sufficient scaffolding to allow for genuine scientific inquiry. In light of this research, a new prelab format was designed using elements of both SWH and Argument-Driven Inquiry (ADI) laboratory models, with the intent of providing more scaffolding for students and reducing the amount of extraneous load associated with the lab. Videos, simulations, and interactive quizzes are used in tangent to demonstrate relevant tools and concepts effectively reducing the cognitive load during lab, allowing students to focus more on the lab concepts. This new format was implemented in one section of General Chemistry during the 2019-20 academic year to determine 1) how the cognitive and affective expectations of students are met through the use of the hybrid SWH-ADI model compared to the existing SWH model in an undergraduate general chemistry course, and 2) how students perceive a mixture of videos, simulations, and interactive feedback questions as prelabs support them in lab. The Meaningful Learning in Laboratory Instrument (MLLI) was adapted to specifically address the prelab portion of the lab, and interviews were conducted to ascertain students’ confidence and understanding of concepts. Preliminary data for both the survey and interviews will be presented and discussed.

Student perceptions on the effectiveness of different prelab formats

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.