Whereas extensive studies have examined the effectiveness of inquiry-based learning in chemistry education, few have tracked undergraduate performance throughout the college chemistry curricula. In this study, we describe an instructional model of conceptual learning and inquiry-based practices (CLIP) and assess students’ transformation of knowledge about precision and accuracy in the laboratory components of Introductory Chemistry, Analytical Chemistry, Instrumental Analysis, and Physical Chemistry. Student performance in written laboratory reports reveals that repetition of concepts and specific feedback from instructors are essential in constructing knowledge about precision and accuracy. We observed a distinct gap between students’ perception of their understanding and their ability to determine precision and accuracy in data sets. This gap decreases as students move from introductory to advanced chemistry laboratories, but loss of student participants throughout the study increases the uncertainty in the significance. In contrast to traditional teaching, enhanced learning was observed in Introductory Chemistry I Laboratories thought CLIP, with the support of concept/skill training, specific feedback, and student-centered activities. This study benefits members of the community who are engaged in supporting students’ mastery of theory with practice.

中文翻译：

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精度和准确度：入门级和高级化学实验室中通过概念学习和基于查询的实践进行的知识转化

尽管大量研究检查了基于查询的学习方法在化学教育中的有效性，但很少有人在整个大学化学课程中跟踪本科生的表现。在这项研究中，我们描述了概念学习和基于查询的实践（CLIP）的教学模型，并评估了学生在基础化学，分析化学，仪器分析和物理化学的实验室组成部分中有关精度和准确性的知识的转变。学生在书面实验室报告中的表现表明，重复概念和教师的具体反馈对于构建有关精度和准确性的知识至关重要。我们观察到学生的理解力与他们确定数据集准确性和准确性的能力之间存在明显的差距。随着学生从入门级化学实验室转到高级化学实验室，这一差距减小了，但是整个研究过程中学生参与者的流失增加了重要性的不确定性。与传统教学相反，在基础化学I实验室认为CLIP的基础上，通过概念/技能培训，特定反馈和以学生为中心的活动的支持，学习得到了增强。这项研究使社区成员受益，他们致力于通过实践来支持学生对理论的掌握。在概念/技能培训，特定反馈和以学生为中心的活动的支持下。这项研究使社区成员受益，他们致力于通过实践来支持学生对理论的掌握。在概念/技能培训，特定反馈和以学生为中心的活动的支持下。这项研究使社区成员受益，他们致力于通过实践来支持学生对理论的掌握。