I first learned about argument driven inquiry through a post written by Ben Meacham. I was interested in both the stoichiometry lab and the way that it was presented to the students through Argument Driven Inquiry. This lead me to the Argument Driven Inquiry (ADI) website. The website provided many resources.
Whether you are looking to add a bit more scientific inquiry to your labs or simply looking for a great stoichiometry lab that can be added to your collection, I encourage you to try something like this with your students!
The author shares a series of resources she has created that are built around a post here on ChemEd X about popping a balloon with an orange peel and the concept of polarity.
I will share how I use the Target Inquiry activity, Change You Can Believe In. I have realized that I need to include particulate models within the assessments after the lab to fully evaluate my student's conceptual understanding.
Whether you are introducing collision theory or something more demanding like reaction order, the reaction between sodium thiosulfate—Na2S2O3 and hydrochloric acid can provide a consistent, accurate, and engaging opportunity for investigating these topics.
Last year, I worked hard to teach my students how to fail and I believe it was the most important lesson they could have taken away from my class.
In my last article I described several different strategies you could use in your classroom to integrate the use of whiteboards. Whiteboarding can be a powerful tool for increasing student engagement when it is implemented well. The success of a whiteboarding activity greatly depends on how well the instructor focuses the student interaction and guides the discussion.
