Engaging chemistry teachers with inquiry/investigatory based experimental modules for undergraduate chemistry laboratory education

Indrani Das Sen¹, Savita Ladage^1*

The experimental domain is central to chemistry education at undergraduate (UG) level. In the Indian context, chemistry laboratory courses, especially in state colleges affiliated to universities, are predominantly conducted in conventional mode. It is important that teachers teaching chemistry at UG level are oriented with research informed approaches from chemistry education research literature implemented for laboratory education.

The chemistry group at HBCSE has been conducting workshops for teachers under the National Initiative on Undergraduate Science (NIUS) programme. Such workshops conducted at HBCSE or outside HBCSE, have duration of 3 – 4 days. One of the aims of the workshops is to understand how teachers from conventional college set-up respond to inquiry/investigatory based experiments. Few experiments include determining formula of synthesized inorganic complexes (e.g. Cu oxalate), identification of samples using qualitative tests, kinetic study of ester hydrolysis or permanganate-oxalic acid reaction, colorimetric study of Ca (II) and Mg (II), synthesis of chalcone, etc. The other aim is providing opportunities to reflect from content, assessment and pedagogical perspectives. The presentation will highlight the purpose and structure of the workshops, examples of experiments, and feedback from participant teachers. Overall, teachers are receptive towards these modules and appreciative of the pre/post lab components. With academic autonomy, such exposure is likely to help teachers bring necessary changes in laboratory education in the Indian context.

Keywords: undergraduate laboratory education; teacher workshop; inquiry based/ investigatory approaches