On the Successful Use of Inquiry-Driven Experiments in the Organic Chemistry Laboratory

Abstract

The inquiry-driven approach to laboratory teaching allows students to participate effectively in the process of science. This article provides examples of guided-inquiry and design-based experiments and explores strategies for implementing them to enliven the modern organic chemistry teaching laboratory in a variety of educational environments. We discuss factors important to the success of inquiry-driven experiments and projects in four categories of institutions, as well as the potential difficulties in implementing them, including faculty participation, TA training, post-laboratory discussions, instrumentation, and necessary background materials.