Journal of Systemics, Cybernetics and Informatics (Dec 2020)
Integration of Inquiry-Based Learning with Real -World Problem-Solving
Abstract
Our chemistry courses are focused on developing real-world problem solving skills. These real-world problem skills developed in our laboratory and field trips require students to acquire knowledge as researching the question to solve accordingly. As stated by Arthur L. Costa ""The critical attribute of intelligent human beings is not only having information but also knowing how to act on it." Our Inquiry-based activities/labs/field trips are organized, open-ended approach that promotes creativity, design of experiment, with testing and analysis which lead to solving the problem. Our students utilize inquiry-based learning skills and gather, critique, analyze, and interpret information; create working theories; pose new questions; bring forward evidence; integrate new technology to solve the problem. The main steps to successful IBL module involves 1) professor needs to start with a question , problem-based question; 2) students need to design a plan for the project; 3) students need to create a scheduled plan; 4) professor needs to facilitate the students; 5) professor needs to assess the outcomes and possibly continue the facilitation process; 6) professor needs to evaluate the experiences and how to improve the experience (reflection time). This paper will discuss the novel inquiry-based labs developed and discuss the pre- and post-test analysis data to illustrate the content gains in our chemistry courses. These novel inquiry-based labs require each student to obtain a different project/problem to solve. The novel aspect has prevented cheating and requires students to become independent thinkers and not looking for the answers on-line or from previous students that have taken the chemistry course in the past. The IBL example will be detection of acetaminophen, ascorbic acid and caffeine without the need to prior separation using a novel electrode sensor.
