ABSTRACT
This chapter investigates that chemistry teachers have recently given to the development of innovative pedagogies needs to be directed at the question of the disciplinary habits of mind most important to chemistry and its signature pedagogies. It presents that undergraduate chemical research in the laboratory is a signature pedagogy for chemistry because it situates student learning in the most authentic environment—laboratory research—and engages students in what chemists do. J. J. Hollenbeck and colleagues describe a course that strives to prepare students for their undergraduate research experience through project-based laboratory experiments and a peer-review of their laboratory report. This chapter examines three such pedagogies that are discovery/inquiry/project-based laboratory experiments, the Science Writing Heuristic (SWH), and Process-Oriented Guided Inquiry Learning. To understand the relationship between these inquiry pedagogies and the signature pedagogy of undergraduate research, the chapter compares the characteristics of scientific research with the components of the SWH.
