There are currently several teaching styles for the undergraduate chemistry laboratory including verification, open inquiry, guided-inquiry, and problem-based approaches.  The initial results of incorporating a novel problem-based instruction style into the undergraduate general chemistry laboratory will be presented.  The style is referred to as C4 and is modeled after the best practices of a successful undergraduate research program.  The investigation occurred in a general chemistry laboratory of seventeen students where the same students performed both C4 and verification laboratory activities.  After each activity a Likert type survey was given.  Average response of each student to each statement was compared for the two teaching styles.  A repeated measures paired samples t test at the 0.05 level suggests significant differences as perceived by the students between the two teaching styles.

Introduction of C4: A strategy for science laboratory instruction

240th National Meeting (2010)

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