Kevin Beers, Kereen Monteyne (Northern Kentucky University, USA)
Science process skills are key to student success in laboratory courses. These skills include the ability to observe, measure, and manipulate data. As part of an NSF funded project, we are designing general chemistry laboratory materials that target development of science process and conceptual representation skills. In this study, we use a Learning Continuum Framework of science process and conceptual representation skills needed for inquiry learning to design new activities. Two of the new activities, set in the context of physical/chemical change and gas laws, were implemented during the spring semester. Student responses on assessments such as pre-lab questions and lab reports were analyzed to determine proficiency in science process skills. Preliminary results from the pilot study will be discussed.