Journal ArticleDOI
Development of an Assessment Tool To Measure Students’ Meaningful Learning in the Undergraduate Chemistry Laboratory
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TLDR
The Meaningful Learning in the Laboratory Instrument (MLLI) as mentioned in this paper was designed to measure students' expectations before and after laboratory courses and experiences, in both the cognitive and affective domains, within the context of conducting experiments in the undergraduate chemistry laboratory.Abstract:
Research on learning in the undergraduate chemistry laboratory necessitates an understanding of students’ perspectives of learning. Novak’s Theory of Meaningful Learning states that the cognitive (thinking), affective (feeling), and psychomotor (doing) domains must be integrated for meaningful learning to occur. The psychomotor domain is the essence of the chemistry laboratory, but the extent to which the cognitive and affective domains are integrated into the laboratory is unknown. For meaningful learning to occur in the undergraduate chemistry laboratory, students must actively integrate both the cognitive domain and the affective domains into the “doing” of their laboratory work. The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students’ expectations before and after laboratory courses and experiences, in both the cognitive and affective domains, within the context of conducting experiments in the undergraduate chemistry laboratory. The MLLI was pilot-tested and modif...read more
Citations
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Journal ArticleDOI
Evidence for the Importance of Laboratory Courses
TL;DR: The chemistry community is challenged to consider the evidence basis for laboratory teaching commensurate with the significant investment of cost and time to provide this instruction as discussed by the authors, despite little evidence for their impact upon student learning.
Journal ArticleDOI
Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice
Melanie M. Cooper,Ryan L. Stowe +1 more
TL;DR: The dominant learning theories that have guided CER over the years are introduced and attempts are made to show how they have been integrated into modern research in chemistry education.
Journal ArticleDOI
Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students’ Perceptions of Control and Responsibility
TL;DR: This article conducted interviews with 13 undergraduate chemistry students to understand how their laboratory experiences shape their affective learning, and found that students may not possess the vocabulary to precisely describe their experiences in the chemistry laboratory.
Journal ArticleDOI
Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes
TL;DR: This paper developed a higher education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises.
Journal ArticleDOI
Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory: A National, Cross-Sectional Study
TL;DR: The Meaningful Learning in the Laboratory Instrument (MLLI) was administered to general and organic chemistry students from 15 colleges and universities across the United States in order to measure the students' cognitive and affective expectations and experiences within the context of performing experiments in their chemistry laboratory courses as mentioned in this paper.
References
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Journal ArticleDOI
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