Despite substantial evidence that writing can be an effective tool to promote student learning
and engagement, writing-to-learn (WTL) practices are still not widely implemented in …

Laboratory courses are an ever-present form of teaching in chemistry, despite little evidence
for their impact upon student learning. The chemistry community is challenged to consider …

This article aims to determine the effect of a virtual chemistry laboratory on university student
achievement. The article describes a model of a laboratory course that includes a virtual …

In 1986 Benjamin Bloom published an article titled “Automaticity: Th e Hands and Feet of
Genius” in which he discussed the results of 5 years of research examining the …

We focus on the virtually neglected use of heuristic principles in understanding and teaching
of organic chemistry. As human thinking is not comparable to computer systems employing …

Despite multiple calls for reform, the curriculum for first-year college chemistry at many
universities across the world is still mostly fact-based and encyclopedic, built upon a …

This article presents a new instructional model called Argument-Driven Inquiry (ADI) that can
be used in undergraduate college chemistry laboratory courses. ADI is designed to provide …

This exploratory study examined how undergraduate students' ability to write in science
changed over time as they completed a series of laboratory activities designed using a new …

A two-semester longitudinal study investigated the effects of a laboratory instructional
strategy—the Science Writing Heuristic (SWH)—on improving student academic …

Laboratory coursework is widely considered to be an integral part of chemistry
undergraduate degree programs, although its impact on students' chemistry knowledge is …