Introducing Group-Based Experimental Design to UK First-Year Undergraduates: An Investigation of Solvent Polarity

Abstract

Motivated by low student engagement in a traditional expository solvatochromism first-year undergraduate practical, and preuniversity student misconceptions around solvation, we have developed an accelerated argument-based learning framework to use for a group-based guided-inquiry investigation into Reichardt’s dye, a solvatochromic dye. Students are introduced to solvatochromism, preferential solvation, and relevant experimental techniques in two carefully scaffolded UV–visible spectroscopic studies. Following this, students use their gained knowledge from these first sections to plan and execute a group-based investigation into halochromism. Students work collaboratively to collect and utilize their data to refine their method until they have sufficient evidence to answer three inquiry-based questions. The group then present their data to an instructor acting as ″peer-reviewer”, aiding the group in evaluating their method, data collected, and conclusions. Instructors report enhanced student engagement, and students report improved experimental design skills. This work demonstrates an effective and evidence-based model for incorporating essential skills in experimental design and group-working into early stage curricula.