Physical separation techniques in water purification: an inquiry-based laboratory learning experience

Title
Physical separation techniques in water purification: an inquiry-based laboratory learning experience
Publication Date
2019
Author(s)
Harris, Katherine
Fellows, Christopher
( author )
OrcID: https://orcid.org/0000-0002-8976-8651
Email: cfellows@une.edu.au
UNE Id une-id:cfellows
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Rizk, Nadya
( author )
OrcID: https://orcid.org/0000-0003-3422-7687
Email: nrizk3@une.edu.au
UNE Id une-id:nrizk3
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Whannell, Robert
( author )
OrcID: https://orcid.org/0000-0003-2128-8229
Email: rwhannel@une.edu.au
UNE Id une-id:rwhannel
Sharma, Manjula
Taylor, Subhashni
( author )
OrcID: https://orcid.org/0000-0002-1624-0901
Email: btaylo26@une.edu.au
UNE Id une-id:btaylo26
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Walter de Gruyter GmbH
Place of publication
Germany
DOI
10.1515/cti-2018-0018
UNE publication id
une:1959.11/27610
Abstract
This article outlines a structured investigative activity for students in lower secondary school. It was developed for the Australian Mathematics and Science Partnership Programme, a government initiative intended to promote the employment of more hands-on investigations in secondary science within Australian schools. The investigation focuses on water purification and is intended to develop conceptual knowledge of this topic and also high-level skills such as experimental design, particularly in relation to identifying and controlling variables. The investigation is outlined in detail and was trialed with practicing science teachers, school students and preservice secondary teachers. All of these groups provided feedback in various forms that indicated the investigation was valuable, relevant, interesting and allowed students to take some responsibility for their own inquiry learning.
Link
Citation
Chemistry Teacher International, 3(1), p. 1-10
ISSN
2569-3263
Start page
1
End page
10
Rights
Attribution 4.0 International

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