Chemistry Enquiry

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study.

This module introduces students to a variety of perspectives from which the process of scientific enquiry may be explored and re-evaluated.  It challenges students to re-examine their own understanding of the nature of science in the light of historical and contemporary debate.

In this module students are provided with the opportunity to apply these ideas to the study in depth an aspect of chemistry that has caught their interest, based on previous personal study or on experiences met in earlier modules in the course.  The focus will be the subject content of their area of study, and their critical reflections on their learning of chemistry and on the nature of the scientific activity they have undertaken.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 6 study, by the end of the module students should be able to:

1. demonstrate a depth of understanding of a chosen area of science;
2. demonstrate ability to engage independently in extended scientific activity and enquiry;
3. show further development of understanding of the nature of science and question conventional notions;
4. reflect critically on the educational and scientific value of scientific enquiry.

The scientific content will depend on negotiation as part of the "Contract of Enquiry".  Areas of study may be constrained by the availability of resources but otherwise will be open to negotiation. Students will also communicate their research to others who may not have engaged in or be particularly knowledgeable about their specific foci.

The first step in this module is the identification of the student's area of enquiry.  A ‘Contract of Enquiry’ between the course tutor and each student will be drawn up and agreed at the start of the module.  This agreement will include:

• Title
• Area of study including starting point and direction of study
• Methodology
• Timetable including support to be provided
• Resources needed
• Form and date of final presentation/submission
• Method of assessment and appropriate assessment criteria

Tutor-led sessions will be used to introduce the enquiry, the agreement and to raise common concerns about methodology, presentation or issues relating to ways of enquiring scientifically.  Individual tutorials will be provided on a regular basis.

Students will be encouraged to work in their own ways and in their own directions, to learn from and to contribute to the enquiries of others.  To assist in this process it is intended that students are aware of the need to develop a conjecturing atmosphere in sessions in which all contributions are positively received and differences in background and approaches of fellow students are welcomed.  Where appropriate, student support groups will be established to both support and criticise constructively each others’ enquiries.

Work on their areas of study may be kept in the form of a Journal which will be both an "account of" and an "account for" their work.  The work they do will be discussed at the support groups and the journal will be used as a basis for their report at the end of the module.

Contact time:

• short lectures
• tutor led seminars
• group seminars
• individual tutorials

Non-contact time:

• online research and discussion forum
• action learning sets
• independent study
• scientific investigations

This will depend on the students' choice of enquiry.  It is likely that they will refer to books, journals and where appropriate information technology.  The following materials will be of use in further reading associated with the taught elements of the module:

Books:

Campbell, P. (Ed.)  (2010)  The Language of Measurement: Terminology used in school science investigations, Hatfield: ASE-Nuffield

Hutchings, K.  (2000)  Classic Chemistry Experiments, London: RSC

Kind, V.  (2004) Contemporary chemistry for schools and colleges,  London: RSC

Levinson, R.  (2001)  More modern chemical techniques, London: RSC

Lister, T.  (1995)  Classic Chemistry Demonstrations, London: RSC

Millar, R.  (2010)  Analysing Practical Science Activities to Assess and Improve their Effectiveness, Hatfield: ASE

Taber, K.  (2002)  Chemical misconceptions – prevention, diagnosis and cure Volume 1: theoretical background, London: RSC

Taber, K.  (2002)  Chemical misconceptions – prevention, diagnosis and cure Volume 2: classroom resources, London: RSC

Electronic sources: (accessed June 2011)

Practical Chemistry website:  http://www.practicalchemistry.org/

Royal Society of Chemistry website:  http://www.rsc.org/

Science Community Representing Education (SCORE) http://www.score-education.org/

The Association for Science Education:  http://www.ase.org.uk/

School home:

School of Education