Abstract
In this study, we analyzed how general chemistry students generated experimental designs corresponding to general chemistry questions such as the ones typically found in general chemistry textbooks. We found that students were very successful in including experimental design aspects that were explicitly mentioned in the general chemistry questions, but less successful in including other experimental design aspects. We also analyzed the outcomes of students engaging in the counterpart process – expressing general chemistry laboratory experiments as typical general chemistry questions. We found that that students were very successful in considering the various components associated with expressing the experiments when considering each of the various components one at a time, but less successful when considering the various components at the same time. Considerations and suggestions for implementing these types of activities to enable a wide variety of general chemistry students to take part in experimental design are discussed. Implications for research and teaching, including a consideration of ChatGPT, are also presented.
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