The techniques learned in a laboratory translate into strong critical thinking aptitudes as well as adeptness in complex problem-solving within research. Typically, these laboratory skills are not acquired until a budding scientist enters graduate school since many undergraduate laboratories are more procedural than investigative. Therefore, the module in discussion was designed to aid students in developing competence toward thinking like a scientist. Through utilization of an inquiry-based approach, a laboratory involving high performance liquid chromatography was transformed into a blended online learning experiment. While students were provided in-class time to interact with their peers and the instructor and TA, the majority of the work and development was done outside of class. All background information and protocols were provided outside of the lab via an online course management system including the PowerPoint videos that students used to prepare for the experiment. The students used those materials to ultimately determine the identity and number of different steroids in an unknown sample. The objective was to determine if this approach promoted the metacognitive skills of students and encourage the use of argumentative skills when presenting and justifying claims and data.

中文翻译：

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将学生设计纳入HPLC实验室活动可促进学生元认知和争论

在实验室中学习到的技术不仅可以转化为强大的批判性思维能力，而且可以熟练地解决研究中的复杂问题。通常，直到萌芽的科学家进入研究生院后，这些实验室技能才能获得，因为许多本科生实验室的程序性要强于调查性。因此，讨论中的模块旨在帮助学生发展像科学家一样思考的能力。通过使用基于查询的方法，将涉及高效液相色谱的实验室转变为混合在线学习实验。虽然在课堂上为学生提供了与同伴，导师和助教互动的时间，但大部分的工作和发展都是在课外进行的。所有背景信息和协议都是通过在线课程管理系统在实验室外部提供的，其中包括学生用来准备实验的PowerPoint视频。学生使用这些材料来最终确定未知样品中不同类固醇的身份和数量。目的是确定这种方法是否能促进学生的元认知能力，并鼓励他们在陈述和论证主张和数据时使用论证能力。