Jones Distinguished Lecture Series

Established in 1986, the Jones Distinguished Lecture Series brings to the campus of Emporia State University nationally recognized leaders in education. While on campus, the Jones Lecturers meet with small groups, visit classes, conduct open forums, and deliver a formal address that is open to the public.

A free public lecture
by a leading science education scholar

Photo - Spring 2013 JDL Dr. OrgillDr. MaryKay Orgill

Thursday, April 18, 2013

Time: 7 p.m.

Memorial Union's Greek Room,
Emporia State University, Emporia, KS

Sliding Toward Inquiry:
Using the Essential Features of
Inquiry to Improve Learning in the Laboratory Environment

In recent years, there has been a repeated call for science instructors to improve learning in the laboratory environment by modifying laboratory activities to make them less “cookbook” and more inquiry-oriented.

But what does that mean? What is “inquiry?” What does it look like in a laboratory learning environment, and what can an instructor do to make a laboratory activity more inquiry-oriented?

In this interactive lecture, we will discuss four historical laboratory instructional styles, their relationships to inquiry, variations of inquiry, and how instructors can use the “Five Essential Features of Inquiry” to make their laboratory activities more inquiry-oriented.

Sponsored by Jones Institute for Educational Excellence, ESU Departments of Physical Sciences, and Phi Delta Kappa.

MaryKay Orgill is an Associate Professor of Chemistry at the University of Nevada, Las Vegas.

After a high school teacher told her that girls couldn’t "do chemistry," she entered Brigham Young University as a chemistry major (BS '95). She was surprised to find that she actually liked chemistry—and loved teaching it; so she enrolled in a graduate program at Purdue University to study both biochemistry (MS '99) and chemical education (PhD '03).

As a first-year faculty member with a joint appointment in biochemistry and science education at the University of Missouri-Columbia, she took on the extra challenge of teaching a high school chemistry class.

In 2004, she moved to UNLV, where her research focuses on using qualitative methods to examine students’ understandings of chemistry and biochemistry concepts.

Dr. Orgill has delivered professional development courses designed to increase the science and mathematics content knowledge of local elementary and secondary teachers. She is also involved with faculty professional development as the principal investigator of the Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) project.


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