What question did this study set out to answer?

To evaluate how field and lab experiences can enhance scientific thinking skills through water chemistry education.

March 28, 2026

Report On “Water Chemistry: Using Field and Laboratory Experiences to Teach Scientific-Thinking Skills”

Key Points

To evaluate how field and lab experiences can enhance scientific thinking skills through water chemistry education.
Conducted a workshop that included a site visit to assess local water quality.
Participants identified and sampled water from selected sites.
Engaged in discussions on adapting the water chemistry module for wider educational use.
Participants successfully sampled water from various locations and discussed its quality.
Conversations revolved around the adaptability of the workshop material for other educational institutions.

Abstract

The workshop participants were led through the water chemistry laboratory by Susan Kegley. The format of the workshop was in the form of a site visit to a local housing project to study the water quality. Workshop participants scouted the site for suitable water-sampling locations, determined which of the locations to sample, and then sampled the water at those locations. Discussions of the group focused on how this water module could be adapted by schools other than the University of California at Berkeley. Descriptions of the suitability of the water chemistry module for adoption were also discussed, and included material from the well-written manuals for both students and instructors.

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