This article describes a two-semester general chemistry laboratory teaching approach to assist students in gaining experience with science-process skills. The ultimate goal is successful completion of a second-semester service-learning project requiring use of their newly developed science-process skills. The project entails creating an interactive concept-discovery activity to use in a kindergarten through sixth grade (K–6) class. In addition to discovery-based labs as part of their training, a first-semester project requires students to develop their own guided-inquiry discovery-formatted lab; one of which is selected and performed that semester. During the two semesters, problems are solved in teams sharing knowledge, experience is gained in written and oral communication of scientific concepts, and information-gathering techniques are learned. Labs and projects aim to improve students reasoning ability and confidence in their science-based decisions. Students are presented with an opportunity to understand what science is, not just a hands-on experience, and communicate among themselves and with K–6 students.
Supplement
Syllabi, laboratory schedules, example student lab instructions with instructor teaching notes, a selected service learning report, K–6 teacher expectations, grading protocol, and evaluation tools
Experiments, laboratory exercises, lecture demonstrations, and other descriptions of the use of chemicals, apparatus, instruments, computers, and computer interfaces are presented in the Journal of Chemical Education as illustrative of new or improved ideas or concepts in chemistry instruction and are directed at qualified teachers. Although every effort is made to assure and encourage safe practices and safe use of chemicals, the Journal of Chemical Education cannot assume responsibility for uses made of its published materials. Many chemicals are hazardous. Precautions for the safe use of hazardous chemicals and directions for their proper disposal are described in the Material Safety Data Sheets and on the labels. We strongly urge all those planning to use materials from our pages to make choices and to develop procedures for laboratory and classroom safety in accordance with local needs and situations.
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