Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies Marina Milner-Bolotin* Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC, Canada V6T 1Z4 ABSTRACT: Interactivity and inquiry-based learning science are effective ways of helping students overcome their perception of chemistry as an alien and abstract topic and instead approach the subject as a creative way of understanding ideas and applying mastered concepts to new contexts. Data acquisition systems are an extremely useful form of educational technology that can be used alone or in conjunction with other technologies to bring about active learning and enable students to move beyond memorization to the verification strategies and knowledge base they need to successfully master chemistry concepts. This article describes the use of data acquisition systems and analysis software in combination with other technologies such as electronic response systems and online video. The technologies were used for laboratory activities, online learning, and lecture hall demonstrations and allowed for cross-disciplinary experiments. They also brought an element of interactivity to each instructional setting that proved to be an excellent avenue for engaging student interest and ensuring comprehension of chemistry topics. KEYWORDS: First-Year Undergraduate/General, Curriculum, Demonstrations, Interdisciplinary/Multidisciplinary, Inquiry-Based/Discovery Learning, Instrumental Methods, Laboratory Equipment/Apparatus, Student-Centered Learning T here is evidence that inquiry-based teaching has the potential to help students overcome their fear of science and motivate them to pursue science as a career. 1 Inquiry-based pedagogy encourages students to approach science as a creative way of understanding the world by applying the concepts learned in class to relevant contexts, either in their everyday life or in the lab. 2-7 However, post-secondary educators who attempt to implement inquiry-based learning in their class- rooms face two major challenges: the growing class size of undergraduate introductory science courses and their increased breadth. These challenges leave little time for scientific inquiry that is reflective of the scientific process, thus, forcing instructors to sacrifice the quality of student learning in order to “cover” more material. How can university and college science instructors incorporate interactivity and scientific inquiry into large-class science lectures without sacrificing the bulk of class time to the repetitive task of traditional manual data collection? Although institutions have varied strategies for addressing these challenges, many schools are utilizing technology to help students take part in scientific thinking processes and gradually build an understanding of abstract science concepts. 8-16 One method is to help students develop science problem-solving skills through immersing them in an active learning environ- ment rather than having them passively memorize rules and principles. 14,17-21 Although the emphasis on active learning in the sciences began more than 40 years ago in the physical sciences, 22 it gradually spread to the other disciplines, including chemistry education. 8,12,23-27 Data acquisition systems are an educational technology that can be used alone or in conjunction with other technologies to bring about active learning and enable students to move beyond rote memo- rization. The data acquisition systems consist of a range of high- technology measuring tools such as probes, sensors, and meters that may operate independently or connect to a computer interface. The different sensors enable experimental data to be automatically entered into a computer or handheld device instead of requiring participants to manually log multiple data points. The automatic transfer of data points to tables, graphs, and calculated columns makes it possible for swift and accurate analysis, so students can focus on interpretation of the live data rather than its manual collection. This allows students to gain valuable insights and experience the process of scientific inquiry during large lecture classes and not only in labs or tutorials. This article describes the use of sensors and analysis software from Vernier Software & Technology 28 alone and in conjunction with other technologies. However, electronic data acquisition equipment from other manufacturers can also be used. The sensors and software were used for laboratory activities, problem-solving sessions (tutorials), homework assignments, and during large lecture classes. Employing such equipment to bring scientific inquiry via data collection and analysis to the four instructional settings has proven to be an excellent avenue for engaging student interest and ensuring comprehension of chemistry and other sciences. 24,25,29 During the last decades of the 20th century, a number of science teachers and educational researchers argued for the traditional methods of manual data collection, stating that performing such tasks by hand promotes a better under- standing of the task. 30 However, as students and teachers became more adept at using new technologies and those technologies became more pervasive, the counterargument for the use of educational technologies in science classrooms gained momentum. Currently, it is widely accepted that comprehension of the actual subject comes from meaningful Published: February 15, 2012 Article pubs.acs.org/jchemeduc © 2012 American Chemical Society and Division of Chemical Education, Inc. 477 dx.doi.org/10.1021/ed1008443 | J. Chem. Educ. 2012, 89, 477-481