Academic success in the field of chemistry is widely recognized as the achievement of a graduate or professional degree. Research has shown that a large variety of variables have been known to influence students’ intent to pursue a post-baccalaureate degree. The purpose of this study is to investigate the relationships between and among the levels of inquiry of undergraduate laboratory experiences and the students’ level of expertise in chemistry on their intent to pursue a post-baccalaureate degree. Recently, we have entered into a time in which the efficiency and efficacy of science laboratory experiences are being reevaluated both in theory and in practice, especially in relation to the field of chemistry. In 1999, a researcher characterized inquiry in various chemistry laboratories as ranging from deductive experiences (“explain, then experiment”) to inductive experiences (“experiment, then explain”). This level of inquiry in laboratory experiences can vary greatly from laboratory course experiences to undergraduate research experiences and with each distinct laboratory experience that any student engages in during their undergraduate tenure. Previous research has established a rubric to characterize inquiry in the undergraduate chemistry laboratory, based on what information is provided to the student and what knowledge is constructed by the student in the laboratory. Experts in science show extensive content and process knowledge, which lead to a variety of characteristic ways they engage in scientific practices. These characteristics of experts in science have been shown to be distinctly different than novices and research has been performed to describe these differences. In addition, valid and reliable instruments, including the CLASS-Chem, have been developed to quantify expertise in chemistry. A conceptual framework will be developed from the associated literature regarding the chosen variables and will be revised upon the completion of this study with the newly generated knowledge. The proposed quantitative study incorporates an exploratory research design with nonprobability sampling using purposive methods to select students enrolled in pre-selected chemistry laboratory and research courses. Questions of both correlation and causation will be considered in answering the guiding research question, using structural equation modeling and linear regression to analyze various aspects of the variables and their interactions.

Structural equation model for level of inquiry in undergraduate laboratory experiences and beliefs about chemistry on intent to pursue a post-baccalaureate degree

253rd National Meeting (2017)

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