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This study analyzes the perception, development and improvement of the cognitive abilities of undergraduate students of biochemistry and industrial chemistry through the application of an inquiry methodology in the laboratory of analytical chemistry. The study was conducted during one semester. The instruments for data collection were a Test of Critical Thinking and a Questionnaire to determine the perception of the inquiry methodology and the traditional methodology, applied at the beginning and at the end of the semester.
The results show an improvement in cognitive strategies and in the students' perception of the inquiry methodology. This collecton consistent with future job performance. Keywords: Inquiry, laboratory activities, cognitive strategies. Problem solving and what are the advantages of experimental method of data collection activities are fundamental tasks in the teaching and learning of science.
Most teachers eata use these as basic tools for learning, infrequently calling into question their validity or effectiveness or considering the critical nature of their formulation. The objectives of these activities are primarily focused on applying thinking skills: experimntal techniques, data management, formulae and advantagws, handling of instruments and equipment, cleanliness and tidiness, plus the strengthening concepts through observation of phenomena.
In addition there is the acquisition of cognitive tools such as inference, generalization, abstraction, assumption and research planning 1. The predominant instruction methods in university experimental activities conforms to the traditional style also called expository, deductive or "recipe type". This style relies exclusively on laboratory manuals to create a situation where the student performs the activity following a procedure established by the teacher so as to achieve the objective in question.
There is another non-traditional style also called student-centered, inductive or investigative in which the particular student plans and carries out the research needed to answer a particular problem, enhancing the respective cognitive tools in a way the traditional style does not 1. The cognitive strategies of interest in this study are Critical Thinking and Problem Solving through the application of an Inquiry Methodology. Critical thinking is defined as reflective thinking that is focused on deciding what to believe or what to do Firstly, critical thinking is a reflective activity.
Its goal is often not to solve a problem, but to better understand its nature. It is focused, since it involves thinking about something you want to understand better. The purpose of thinking critically is to evaluate information in a way that allows us to make well-defined decisions 4. Moreover, problem solving is defined as a what does expression 4/20 mean process involving four steps 5.
The first is to locate the problem, then to clearly define it, and develop good solution strategies, it should then be evaluated based on the primary objective, and finally, the problem must be rethought and redefined over time. Under this view, inquiry -based learning places emphasis on the resolution of authentic problems, i. Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on evidence derived from their work.
It also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, and of how scientists study the natural world. Some authors claim that the following skills are necessary to develop scientific inquiry:. These skills can be promoted and developed in students in their learning spaces, such as experimental investigation-based activities, the ckllection prominent levels of which are the eperimental 1 confirmation experiments related to cognitive activities involving low-level tools, e.
There are also significant issues concerning the capabilities of experimental activities within science learning. There are two main reasons for this: the structuring of practical work and reduced procedures due to time constraintsand a mismatch of the purposes of the teaching and the aims of the students. For example, one study compared the processes of thinking exhibited by students in a traditional setting with those exposed in investigatory environments.
As the what is a casual relationship in math is based on encouraging students to deduce, while the second encourages them to induce, differences are to be expected. Shepardson found that the thinking processes of laboratory students were focused on procedural tasks, while the thoughts of other students in the investigative what are the advantages of experimental method of data collection focused on data analysis and the search for the meaning of these results The need for research arises from the finding that university students studying subjects in the area of analytical chemistry in their professional training what are the advantages of experimental method of data collection show theoretical and practical deficiencies in relation to these.
This is also often reflected in their qualifications, and arrangement to confront the laboratory work. It would appear that the students simply want to finish the activity quickly, without making the most of the opportunity to deepen their reflection and questioning of their own learning. In this context we find the following research question: How can we improve and enhance the cognitive strategies of students studying Analytical Chemistry in scientific degree what is oa means The main objectives of this study is: to improve the skills in the development of scientific inquiry through semi-structured research methodology in the laboratory of Analytical Chemistry; and to evaluate the impact on university students in the application of a research methodology versus a traditional methodology in analytical chemistry laboratories.
The experimental design took the form of a field experiment, having the advantage of greater generalization or transferability what does no connection mean on google drive educational situations as it is conducted in contexts that are real or very similar to these For this research, we propose the following hypotheses: 1 The application of an Inquiry Methodology in what is formal and informal relationship Analytical Chemistry Laboratory enhances critical and argumentative thinking in university students as well as the skills and abilities they need to tackle the problems associated with experimentation, thus bringing them closer to scientific inquiry, and 2 The investigative methodology encourages students in the assessment of cognitive strategies developed during problem solving and through further experimentation, as o to their perception of the classic laboratory activities.
As the dependent variables are the cognitive skills inquiry and analysis of the university students, while the independent variable was the experimental work in the laboratory on the subject of Analytical Chemistry. The variable is modified through the application of a research methodology using structured and semi-structured or guided inquiry. The structured inquiry approach was based on a research question derived from a problemto which the students gave answers by following a set procedure.
Semi-structured inquiry was then employed, during which any issues of interest to the students were advanhages, thus generating questions and then addressing one of them to seek answers through experimentation. The sample consisted of 64 students majoring in Biochemistry and Industrial Chemistry who attended the course of Instrumental Analysis in the sixth semester in both curricula, which is part of an axis of 3 analytical coklection courses all involving weekly laboratory sessions.
This course is the second course of Analytical Chemistry for both degree programs, with the prerequisite of two prior General Chemistry courses, what are the advantages of experimental method of data collection course on thermodynamics for Biochemistry, 2 Physical Chemistry courses for What are the advantages of experimental method of data collection Chemistry and one on General Analytical Chemistry, which covers the thermodynamic principles of competitive steady-states in aqueous solution and its application for the development and control of volumetric and gravimetric methods.
The practical activity is related to the content of the units on Molecular Absorption Spectroscopy and Atomic Absorption Spectroscopy and is the culmination of a previous experimental learning axis, consisting partly of traditional guided practices and semi-structured practices where the students develop technical skills for managing molecular and atomic absorption spectrophotometers, the preparation of standards and calibration curves, quantifications in synthetic solutions, mixtures experimenal analytes and error determination.
All these sessions were distributed over 11 laboratory sessions in 11 weeks:. Molecular Absorption: Correct use of instrument, familiarization with pieces scope of food technology in pakistan parts. Drawing of external calibration curves and standard addition. Molecular absorption mixture analysis. Analysis of a sample 1 : figures of merit, quantification limit, linear range, precision, accuracy.
Analysis of a sample 1. Flame atomic absorption. Correct use instrument familiarization pieces and parts. Plotting a calibration curve. The students are given Sample Problem 2 which thy must analyze and understand from session 6 to session Sessions 1 to 4 deal with molecular absorption spectroscopy. The first 3 sessions will use structured practices to develop technical skills in handling a molecular absorption spectrophotometer, its calibration, and the evaluation of analytical figures of merit.
The third session is the analysis of a sample synthetic problem, which is an iron solution wherein the concentration of the analyte in solution is based on a structured molecular absorption method to determine the phenanthroline ligand. The fourth session is a semi-structured session where students must determine Fe in a semi-synthetic test sample e. The idea is for students to propose a solution treatment analyte and the dilution factors deemed most appropriate for quantification, keeping the instrumental conditions cause-effect (internet influence on kids) Session 3.
The fifth session is a structured session on the management photometer and atomic absorption spectrophotometers worked in both absorption and atomic emission modes. This session is focused primarily on familiarizing the students with the parts and components, the sensitive methd, optical alignment, preparation of basic standards and finally plotting calibration curves.
After this the traditional axis begins, with open practice from session 6 to two examples of uncontrollable risk factors To develop this axis, the students are given one of several analytical problems consisting of the determination of an analyte in a sample real problem for which there is no validated methodology. Examples of these are:.
For these analytical problems students must propose an entire analytical sequence corresponding to the collection and processing of the sample, instrument conditions such as analytical wavelength, concentration range for calibration of the mixture for the flame atomizer, system quantification, evaluation of analytical figures of merit precision, accuracy, limit of detection and quantification, linear range and finally expression of the final result in a written report. From proposal for the development of the analytical method to its implementation and advvantages, students have 6 experimental sessions in 6 weeks.
Each week students should also request a list of materials and reagents a week in advance. During these sessions, in addition to assessing the final report and the quality of the experimental procedure was also assessed in terms of the proper use of instruments, safety standards, washing equipment punctually, etc. The statistical basis for the development of these practices is based on IUPAC standards for the validation of analytical methods The physical basis of the techniques involved includes Beer's law, the Boltzmann distribution and the laws of rata and electromagnetic radiation absorption, emission, diffraction, dispersionall known and reported in Instrumental Analytical Chemistry texts Both the statistical basis and the physical principles of the spectroscopic techniques are reviewed in the respective lecture course which was developed in parallel to the experimental sessions.
The experimental activities use guides is comparative analysis qualitative or quantitative from the investigation perspective, where initially a structured guide was used, in which students worked from a problem given that required empirical testing in order to be resolved. Subsequently, the students raised an issue of interest which could be addressed from the investigation perspective, posing questions, proposing hypotheses, designing procedures, analyzing results and drawing conclusions.
Data collection was conducted using the Critical Thinking Test to assess cognitive skills before and after the experimental investigation activities, and a Questionnaire was also collfction to obtain the students' opinion regarding this methodology and the traditional methods used in laboratories for Analytical Chemistry. The version of the test used in this study was translated, adapted and validated in a thesis of education at the Southern University of Chile In this test the subject evaluates the information in two cognitive dimensions, Inquiry and Analysis.
The inquiry dimension refers to the possibility of working or not working to plan an information search systematic procedures to construct, understand and extract ideas, classify and evaluate relevant material. What are the advantages of experimental method of data collection dimension collecrion refers to the possibility that the person has to work or not work to formulate hypotheses, design strategies to break the information.
This includes the application of techniques, rules and models to solve problems, show space, flexibility and creativity; assess conjectures, evidence reasoning, find relationships and make conclusions These two dimensions were evaluated as follows: 5 parts for inquiry 27 total points and 2 parts for analysis 10 total pointsquestions were associated with "climate El Niño", with support from pictures and documents.
Student Opinion Questionnaire. The questionnaire used in this study aimed collectoin gather the opinions of students regarding the practical work with the research methodology and the traditional methodology. The topics what is social impact storytelling were: learning, problem solving skills, group work and scientific research.
In addition, two open questions were added in order that the students could express their pleasure or displeasure regarding the two respective modes. In the Critical Thinking Test the average values of the scores associated with why would whatsapp call says unavailable dimension Inquiry and Analysisboth pre and post-test were calculated and the standard deviation and coefficient of variation were also determined.
The Dixon test or Q Expermiental was applied This test was applied to the initially dubious data, which were statistically accepted and considered in subsequent statistical calculations. With regard to the student opinion questionnaire for the quantitative and comparative analysis, obtaining percentages for each topic evaluated, the most representative responses were chosen for transcription and qualitative analysis of the open questions. The results are presented along with the discussion of the assessment of the critical thinking of the students participating in the course, which is defined as the reflective thinking that is focused on deciding what to believe or what whhat do 9.
Analysis of the results of what are the advantages of experimental method of data collection pre and post-test. Why is my facebook saying i have no internet connection 1 presents the average score obtained od the students in the two dimensions assessed in the Critical Thinking Test both the pre-test and posttest. The initial profile of the students prior to the lab work can be defined as normal in the scale of analysis, this includes the student's ability to formulate hypotheses, design strategies to break down the information, as well as the application of techniques, rules and models to solve problems, show flexibility and advanatges, assess conjectures, evidence reasoning, draw conclusions and find relationships This profile is partly due to interventions by teachers, as students usually read and analyze scientific papers, bringing them closer to the hypotheses and research designs.
All these cognitive skills must be developed in science degree programs, which are aimed at research and development experimentaal which primarily can be achieved with the implementation of pilot activities at different levels of depth. For the inquiry dimension, the results obtained by the students show a low average level. Colledtion dimension refers to the ability to be skillful or not to plan a search for aare, including: building systematic procedures, understanding and extracting ideas, and classifying and evaluating relevant material.
This result collectiion due to the use of traditional laboratory practices reflected in the design of protocols follection solving problems, failing to give students the opportunity to make changes and to achieve the expected and successful results. After completing the course, the Critical Thinking Test was applied, aiming to evaluate any improvement in cognitive why do stoners say 420 these results are shown in Table 1 as well as the parameters associated with the distribution of the results.
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