02117nam a22002657a 4500 20231020132638.0 231020b ||||| |||| 00| 0 eng d 0021-9584 RIEBPL Library 540.7 Robin Stoodley , Kerry J. Knox, and Elizabeth A. L. Gillis Application of a Cognitive Task Framework to Characterize Opportunities for Student Preparation for Research in the Undergraduate Chemistry Laboratory (Journal Article) USA :American Chemical Society ,May 2023 1831-1842p. American Chemical Society, Volume 100, Issue 5 ***______{For Hard Copy, Please visit Library.}________*** Abstract- Undergraduate chemistry laboratory instruction can be considered from many perspectives and addresses multiple educational aims. We critically assess an inventory of “Cognitive Tasks of Experimental Research” for its applicability to chemistry laboratory teaching, and then apply it to an integrated upper-level laboratory course as an example subject. We note patterns in the prevalence of different cognitive tasks in the course, including: a paucity of tasks related to determining research goals, evaluating experiment feasibility, and experimental design; and differences between cognitive task prevalence in organic chemistry experiments versus those in other subdisciplines of chemistry. We emphasize that this cognitive tasks of experimental research perspective provides multiple ways to consider the chemistry laboratory curriculum, and we discuss implications for practice. The work contributes to the debate about the role and aims of laboratory instruction in chemistry, and provides a tool to chemistry educators with which to reflect upon their practice and curriculum in laboratory education. Curriculum Undergraduate Research Cognitive Tasks Laboratory Instruction Upper-Division Undergraduate https://doi.org/10.1021/acs.jchemed.2c00948 PER 0 0 0 0 RIEBPL RIEBPL 2023-10-20 0 540.7 2023-10-20 00:00:00 2023-10-20 PER 44556 44555