Introducing Group-Based Experimental Design to UK First-Year Undergraduates: An Investigation of Solvent Polarity
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| Title: | Introducing Group-Based Experimental Design to UK First-Year Undergraduates: An Investigation of Solvent Polarity |
|---|---|
| Language: | English |
| Authors: | Jamie T. Wilmore (ORCID |
| Source: | Journal of Chemical Education. 2026 103(2):879-889. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Freshmen, Chemistry, College Science, Inquiry, Active Learning, Group Activities, Instructional Effectiveness, Science Instruction |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1021/acs.jchemed.5c01135 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Motivated by low student engagement in a traditional expository solvatochromism first-year undergraduate practical, and preuniversity student misconceptions around solvation, we have developed an accelerated argument-based learning framework to use for a group-based guided-inquiry investigation into Reichardt's dye, a solvatochromic dye. Students are introduced to solvatochromism, preferential solvation, and relevant experimental techniques in two carefully scaffolded UV-visible spectroscopic studies. Following this, students use their gained knowledge from these first sections to plan and execute a group-based investigation into halochromism. Students work collaboratively to collect and utilize their data to refine their method until they have sufficient evidence to answer three inquiry-based questions. The group then present their data to an instructor acting as ?peer-reviewer", aiding the group in evaluating their method, data collected, and conclusions. Instructors report enhanced student engagement, and students report improved experimental design skills. This work demonstrates an effective and evidence-based model for incorporating essential skills in experimental design and group-working into early stage curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499524 |
| Database: | ERIC |
| Abstract: | Motivated by low student engagement in a traditional expository solvatochromism first-year undergraduate practical, and preuniversity student misconceptions around solvation, we have developed an accelerated argument-based learning framework to use for a group-based guided-inquiry investigation into Reichardt's dye, a solvatochromic dye. Students are introduced to solvatochromism, preferential solvation, and relevant experimental techniques in two carefully scaffolded UV-visible spectroscopic studies. Following this, students use their gained knowledge from these first sections to plan and execute a group-based investigation into halochromism. Students work collaboratively to collect and utilize their data to refine their method until they have sufficient evidence to answer three inquiry-based questions. The group then present their data to an instructor acting as ?peer-reviewer", aiding the group in evaluating their method, data collected, and conclusions. Instructors report enhanced student engagement, and students report improved experimental design skills. This work demonstrates an effective and evidence-based model for incorporating essential skills in experimental design and group-working into early stage curricula. |
|---|---|
| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.5c01135 |
