We implemented a laboratory curriculum reform to teach foundational concepts in chemistry, particularly those concepts related to healthcare, in a chemistry course for prenursing students. Here, we discuss the reform, exploring how students built upon understandings gained in lab and correlating lab learning to course outcomes. We further discuss shifts in student work as they move through the course. As the course progressed, students became familiar with the pedagogy but also faced more challenging tasks. We present details on several of the laboratories that build the groundwork for understanding chemical principles, including the following: intermolecular forces, physical properties, acid–base chemistry, equilibrium, and chemical reactions. We further share our observations of student interactions around in-lab prompts and activities, and how these interactions inform our teaching. Our reform aims to improve critical thinking skills, namely, making and using models, observation skills, reasoning with evidence, and applying concepts to new problems. The laboratory procedures presented here modify those commonly found in the chemistry curriculum with a consistent student-centered pedagogy. We hope the simplicity and popularity of the lab procedures will allow for broad implementation of Rickey’s MORE (Model, Observe, Reflect, Explain) pedagogy, and we hope our lessons in implementation will broadly benefit those who are implementing new lab curricula.

中文翻译：

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将化学与医疗保健和更多相关：在针对健康前学生的有机和生物化学调查课程中实施更多

我们实施了实验室课程改革，以在化学课程中教授化学基础知识，尤其是与保健相关的概念，以供预科学生使用。在这里，我们讨论改革，探索学生如何建立在实验室获得的理解上，以及如何将实验室学习与课程成果联系起来。我们将进一步讨论学生在整个课程过程中的工作变化。随着课程的进展，学生逐渐熟悉了教学法，但也面临着更具挑战性的任务。我们提供了一些实验室的详细信息，这些实验室为理解化学原理奠定了基础，其中包括：分子间力，物理性质，酸碱化学，平衡和化学反应。我们进一步分享了我们对围绕实验室内提示和活动的学生互动的观察，以及这些互动如何影响我们的教学。我们的改革旨在提高批判性思维能力，即建立和使用模型，观察能力，有据可依的推理以及将概念应用于新问题。这里介绍的实验室程序以一致的以学生为中心的教学法，修改了化学课程中常见的程序。我们希望实验室程序的简单性和普及性能够使Rickey的MORE（模型，观察，反映，解释）教学法得到广泛的实施，并且希望我们的实施课程将对那些正在实施新的实验室课程的人们广泛有益。这里介绍的实验室程序以一致的以学生为中心的教学法，修改了化学课程中常见的程序。我们希望实验室程序的简单性和普及性能够使Rickey的MORE（模型，观察，反映，解释）教学法得到广泛的实施，并且希望我们的实施课程将对那些正在实施新的实验室课程的人们广泛有益。这里介绍的实验室程序以一致的以学生为中心的教学法，修改了化学课程中常见的程序。我们希望实验室程序的简单性和普及性能够使Rickey的MORE（模型，观察，反映，解释）教学法得到广泛的实施，并且希望我们的实施课程将对那些正在实施新的实验室课程的人们广泛有益。