On a More Expansive Vision for the Scientific Practices in Undergraduate Chemistry Education

The scientific practices outlined by A Framework for K-12 Science Education have been an influential foundation for course and pedagogical reform in chemistry at the higher education level. However, traditional ways of engaging with the scientific practices have been described as “narrow and marginalizing”. Work in K-12 science education has explored how to “open the curriculum” and be more expansive about how students do science and what counts; however, this work has been slow to take root in undergraduate chemistry education. This perspective initiates a primer discussion on how chemistry education researchers and instructors can think more expansively about the scientific practices in undergraduate courses. While this work offers some expansive strategies, it also identifies challenges undergraduate chemistry education faces in adopting expansive scientific practices.