Chemistry-Technology Integrated STEM Activity That Promotes Epistemic Reflective Practices

This work provides chemistry educators with ideas for using digital and nondigital technologies as pedagogical tools to engage in epistemic reflective practices. I examine the epistemic aspects of these pedagogical tools by introducing an integrated STEM activity that vertically integrates the topic of acid–base volumetric titration and thermometric reactions within the subscience discipline of chemistry and horizontally integrates chemistry and technology across the disciplinary domains of STEM. Reflections from undergraduates who were also preservice teachers illuminated the epistemic aspects of the laboratory activity, in which they critically investigated which technology─a glass thermometer or a digital temperature probe─was “better” for measuring temperature change. This work will interest chemistry teachers in two ways. First, it discusses a chemistry laboratory activity that invites students to think about the accuracy of different apparatuses and experimental setups. Through such laboratory activity, they engage in epistemic practices and reflection. Second, this work offers chemistry teachers ideas for a chemistry-focused STEM activity that integrates within and between STEM disciplines. This work contributes to the discourse on chemistry laboratory practices through an epistemic lens, deepening understanding of the use of a chemistry apparatus and justifying the construction of chemistry knowledge, thereby enriching conversations beyond conceptual gains.