We have been developing ways to engage students in analogical reasoning during laboratory investigations. One strategy has been to create a three-phase learning cycle called CORE (Chemical Observations, Representations, Experimentation) which involves (phase 1) guiding students through chemical observations and consideration of open-ended questions, (phase 2) exploring a structured analogy to build representations, and (phase 3) designing and conducting experimentation in response to a scientific question to foster more open inquiry. We have examined the extent that students have the capacity to understand analogy and appreciate the limits of analogical models after an introductory CORE experiment. We have also looked at learning gains using a bridging analogy in labs covering conservation of mass and limiting reactants. The talk will report on data involving student capacity for using analogy in lab, the extent that students make macroscopic and/or submicroscopic analogical connections, and normalized learning gains associated with CORE experimentation using a bridging analogy.

Examining student analogical reasoning in introductory chemistry laboratory

249th National Meeting (2015)

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