Van Duzor, A. G. (2016). Using Self-Explanations in the Laboratory to Connect Theory and Practice: The Decision/Explanation/Observation/Inference Writing Method. Journal of Chemical Education, 93(10), 1725鈥�1730.
This example describes implementation of a laboratory writing-to-learn method (DEOI) that emphasizes student self-explanations of procedures and outcomes. The author is from the Department of Chemistry, Physics, and Engineering Studies, Chicago State University, USA. The DEOI method expands traditional laboratory report writing to four columns: Decision, Explanation, Observation, and Inference. Students are required to consider the chemical reasons for procedural actions in the 鈥渆xplanation鈥� column and to interpret data and draw conclusions in the 鈥渋nference鈥� column. Implementation took place in organic chemistry laboratories at two very different universities. The action research method was used that involved the instructor serving as participant observer in the classroom, analyzing student laboratory reports, and conducting semi structured interviews. Emergent themes regarding students鈥� perceptions of the DEOI method and their ability to link theory and practices suggests it helps a diversity of students understand laboratory procedures and encourages engagement. Supporting information is included on introducing the DEOI method to students, using the method in the laboratory, and grading.