There have been several calls to reform science laboratories from more traditional labs that entail following a detailed procedure to produce a known outcome to laboratories that are more inquiry-based. A large hindrance from carrying out these calls is the massive task of curricular reform. Curricular reform requires cooperation and planning on multiple levels in higher education including systemic, organizational, and individual levels. Barriers to curricular reform include institutional barriers such as cooperation from the relevant departments, teacher-related barriers such as teaching beliefs, student-related barriers such as student attitudes, and teacher support such as training requirements for a new curriculum. This project takes a case study approach to describe the process of curricular transformation at East Carolina University (ECU). Beginning in the Fall of 2017, the chemistry, biology, and physics laboratories at ECU were transformed from more traditional laboratories to Argument-Driven Inquiry, a curriculum with a focus on the integration of scientific practices. Faculty, staff, and TAs involved in the transformation of introductory science labs at ECU were interviewed using a semi-structured interview format. The process of curricular change at ECU as well as barriers faced and how they were overcome will be presented with a particular focus on the chemistry department. This case study could help to inform those seeking to make a large curricular change to introductory science courses.

Unpacking the successful transformation of introductory science laboratory curriculum from traditional labs to argument-driven Inquiry at East Carolina University

ACS Spring Meeting 2021

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