Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9-12

NSTA Press Book by: Victor Sampson, Peter Carafano, Patrick Enderle, Steve Fannin, Jonathon Grooms, Sherry A. Southerland, Carol Stallworth, and Kiesha Williams

Transform your chemistry labs with this guide to argument-driven inquiry. Designed to be much more authentic for instruction than traditional laboratory activities, the investigations in this book give high school students the opportunity to work the way scientists do. They learn to identify questions, develop models, collect and analyze data, generate arguments, and critique and revise their reports. Thirty field-tested labs cover a broad range of topics related to chemical reactions and matter's structure and properties. You can use them as introduction labs to acquaint students with new content or as application labs to try out a theory, law, or unifying concept.

Like Argument-Driven Inquiry in Biology, this book was written by veteran teachers who made it easy to use and aligned with today's standards. All labs include reproducible student pages, teacher notes, and checkout questions. If you've been wanting to try an argument-driven approach to chemistry but haven't been sure how, this book will provide both the information and instructional materials you need to get started.

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Reviews (1)
  • on Wed Jul 26, 2017 4:12 PM

Argument Driven Inquiry in Chemistry goes above and beyond the typical inquiry lesson in ways that dramatically elevate student interest and engagement and that teach the process of scientific discovery better than any other strategy that I have utilized. When students view the results of an experiment as a claim that they must defend, ownership of the experiment undergoes a complete metamorphosis. The authors create ways for chemistry students at all levels to experience the entire process of scientific research in easy-to-execute investigations that pose the challenge of determining an answer to a guiding question, presenting an experimentally determined answer as an argument supported by evidence, justifying the evidence as relevant and supported by background knowledge, presenting the argument, evidence, and justification in a poster presentation, and submitting a written report for peer review and revision before final presentation as a completed product. It is, from question to presentation, the authentic collegiate research experience happening at the high school level in the high school laboratory. The term “game-changer” is a gross understatement. This is the most dramatic paradigm upheaval and the most exciting innovation in my entire career as a chemistry facilitator, and I could not recommend it more highly as a reference for well-developed investigations, a method for shifting existing lab investigations, and a springboard for writing original inquiry experiences in this format.

Laura  (Katy,, TX)
Laura (Katy,, TX)

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