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

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Title: Introducing Group-Based Experimental Design to UK First-Year Undergraduates: An Investigation of Solvent Polarity
Language: English
Authors: Jamie T. Wilmore (ORCID 0000-0001-5164-3821), Ewan Forsyth, Craig D. Campbell (ORCID 0000-0002-1082-3508), Lucy J. Rowlands, Charlotte C. Hancox, Malcolm I. Stewart (ORCID 0000-0002-5724-9160)
Source: Journal of Chemical Education. 2026 103(2):879-889.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Freshmen, Chemistry, College Science, Inquiry, Active Learning, Group Activities, Instructional Effectiveness, Science Instruction
Geographic Terms: United Kingdom
DOI: 10.1021/acs.jchemed.5c01135
ISSN: 0021-9584
1938-1328
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499524
Database: ERIC
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  Data: Introducing Group-Based Experimental Design to UK First-Year Undergraduates: An Investigation of Solvent Polarity
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  Data: <searchLink fieldCode="AR" term="%22Jamie+T%2E+Wilmore%22">Jamie T. Wilmore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5164-3821">0000-0001-5164-3821</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ewan+Forsyth%22">Ewan Forsyth</searchLink><br /><searchLink fieldCode="AR" term="%22Craig+D%2E+Campbell%22">Craig D. Campbell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1082-3508">0000-0002-1082-3508</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucy+J%2E+Rowlands%22">Lucy J. Rowlands</searchLink><br /><searchLink fieldCode="AR" term="%22Charlotte+C%2E+Hancox%22">Charlotte C. Hancox</searchLink><br /><searchLink fieldCode="AR" term="%22Malcolm+I%2E+Stewart%22">Malcolm I. Stewart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5724-9160">0000-0002-5724-9160</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2026 103(2):879-889.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 10.1021/acs.jchemed.5c01135
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  Data: 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.
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      – SubjectFull: Chemistry
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      – SubjectFull: United Kingdom
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