In an effort to enhance chemistry faculty members' knowledge of and familiarity with research-based laboratory pedagogies, the Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) project designed and delivered a professional development workshop in May 2012. Twenty-four (24) general chemistry faculty from across the United States worked alongside 24 undergraduate students to experience and learn about a variety of laboratory approaches that research suggests can support student learning. Specifically, workshop participants were exposed to and discussed the implications of discovery labs, inquiry labs, and labs supported by the science writing heuristic. In this presentation, we will discuss the instructors' perceptions of these laboratory pedagogies and the influence of the ACELL workshop on their views.

Instructors' perceptions of research-based laboratory pedagogies: The influence of the ACELL workshop

247th National Meeting (2014)

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