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首页> 外文期刊>Journal of Chemical Education >Incorporating Student Design in an HPLC Lab Activity Promotes Student Metacognition and Argumentation
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Incorporating Student Design in an HPLC Lab Activity Promotes Student Metacognition and Argumentation

机译：在HPLC实验室活动中纳入学生设计促进了学生元记录和论证

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摘要

The techniques learned in a laboratory translate into strong critical thinking aptitudes as well as adeptness in complex problem-solving within research. Typically, these laboratory skills are not acquired until a budding scientist enters graduate school since many undergraduate laboratories are more procedural than investigative. Therefore, the module in discussion was designed to aid students in developing competence toward thinking like a scientist. Through utilization of an inquiry-based approach, a laboratory involving high performance liquid chromatography was transformed into a blended online learning experiment. While students were provided in-class time to interact with their peers and the instructor and TA, the majority of the work and development was done outside of class. All background information and protocols were provided outside of the lab via an online course management system including the PowerPoint videos that students used to prepare for the experiment. The students used those materials to ultimately determine the identity and number of different steroids in an unknown sample. The objective was to determine if this approach promoted the metacognitive skills of students and encourage the use of argumentative skills when presenting and justifying claims and data.
机译：在实验室中学到的技术转化为强烈的批判性思维，以及在研究中解决复杂问题的娴熟。通常，由于许多本科实验室比调查更加程序，因此不会获得这些实验室技能直到崭露头角的科学家进入研究生院。因此，讨论中的模块旨在帮助学生发展能力，以像科学家这样思考。通过利用基于查询的方法，将高效液相色谱法的实验室转化为混合的在线学习实验。虽然学生被提供课堂时间与他们的同龄人和教练和TA互动，但大多数工作和发展都在课外完成。通过在线课程管理系统在实验室之外提供所有背景信息和协议，包括学生用于准备实验的PowerPoint视频。学生使用这些材料最终确定未知样品中不同类固醇的身份和数量。目标是确定这种方法是否促进了学生的元认知技能，并鼓励在提出和辩护索赔和数据时使用争论技能。

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