Scenario Based Experimentation as a Device to Improve Critical Thinking Skills in Analytical Chemistry

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 15 (2010) pp 62-64

Scenario Based Experimentation as a Device to Improve Critical Thinking Skills in Analytical Chemistry

L. Shannon Davis

Department of Chemistry, Georgia Southern University, Statesboro, GA 30460, sdavis@georgiasouthern.edu
Received September 1, 2009. Accepted November 8, 2009.

Published: 16 January 2010

Abstract. A scenario-based laboratory focused on problem solving and critical thinking skills was designed for a first semester undergraduate analytical chemistry class. Results, advantages, and disadvantages of real-world, scenario-based experimentation are discussed; qualitative student response to these changes is also discussed.

Key Words: Laboratories and Demonstrations; analytical chemistry

(*) Corresponding author. (E-mail: sdavis@georgiasouthern.edu)

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Supporting Materials:

The laboratory procedures used for all experiments were adapted from a variety of sources. References to the actual sources are included in each individual scenario. Where references were assigned reading, copies of the articles were provided to the student electronically (21 KB)