The development and implementation of an inquiry-based chemistry curriculum for undergraduate non-science majors will be described. This goals of this curriculum are:  a)  To help students build sophisticated mental models of the particulate nature of matter and chemical change; and b) To help students adopt informed views of the nature of science.  The curriculum was adapted for use in two types of classroom contexts:  1) A small, fluid lab/discussion course geared toward preservice teachers, and 2) A more traditional large course in which labs meet separately from �lecture.�  Both forms of this curriculum have now undergone two major revisions and have been implemented over fifteen times at a medium-sized four-year university and two regional two-year colleges.  Assessment and student perception data will be presented for selected courses that represent varied classroom environments and student interests.  Implications for inquiry-based chemical education in different contexts will be discussed.

Contexts for inquiry-based chemistry instruction:  Adaptation of a constructivist curriculum to different classroom environments and student goals

242nd National Meeting (2011)

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