By Carole Hayward
Posted on 2015-01-29
“The new aim of science education in the United States is for all students to become proficient in science by the time they finish high school. The argument-driven inquiry (ADI) instruction model was designed as a way to make lab activities more authentic and educative for students and thus help teachers promote and support the development of science proficiency.”
The 30 lab investigations in the new NSTA Press book Argument-Driven Inquiry in Chemistry, Lab Investigations for Grades 9-12 follow the ADI instruction model. Authors Victor Sampson, Patrick Enderle, Leeanne Gleim, Jonathon Grooms, Melanie Hester, Sherry Southerland, and Kristin Wilson organize the book into two parts. Part I describes the 8 stages of the ADI instructional model and the development and components of the ADI lab investigations. Part II contains the lab investigations, including notes for the teacher, student handouts, and checkout questions.
The investigations included in the book are not meant to replace an existing curriculum but rather to transform the laboratory component of a chemistry course. A teacher can use these investigations as a way to introduce students to new content or as a way to give students an opportunity to apply a theory, law, or unifying concept introduced in class in a novel situation.
Here are a few examples of the lab investigations:
Structure and Properties of Matter
Introduction Lab
Application Lab
Chemical Reactions
Introduction Lab
Application Lab
The book also includes Standards alignment matrixes, options for implementing ADI lab investigations, investigation proposal options, a peer-review guide, and an instructor-scoring rubric.
This book is also available as an e-book.
“The new aim of science education in the United States is for all students to become proficient in science by the time they finish high school. The argument-driven inquiry (ADI) instruction model was designed as a way to make lab activities more authentic and educative for students and thus help teachers promote and support the development of science proficiency.”