A Framework for Learning in the Chemistry Laboratory

Abstract

Designing laboratory activities is a real challenge for those working in higher education. There is often an acknowledged frustration with the status quo, but a lack of clear guidance on what strategies might be useful in considering a redesign. This article aims to address the question: what considerations should be taken into account when designing a laboratory activity? To address it, we first describe an overarching framework for laboratory learning, describing it as a complex learning environment. The reason for this is that two clear overarching guidelines emerge -the first is that the laboratory curriculum should be structured so that each new challenge for student is adequately supported by their prior learning so that they can draw on their knowledge to address the new learning situation, and the second is that guidelines for the kinds of preparation for laboratory learning emerge. Based on this framework, we advocate four core principles for laboratory learning that should be considered when designing a laboratory activity regarding the overall purpose, the role of preparation, the teaching of technique, and the consideration of affective dimensions of learning. We illustrate this framework in practice with examples from our own practice, with suggestions on using the literature on laboratory education as a source for curriculum reform within an institution.

#DryLabs20: A New Global Collaborative Network to Consider and Address the Challenges of Laboratory Teaching with the Challenges of COVID-19

“…The discussions that have taken place have focused everyone's thoughts as to the purpose of laboratory education − an emerging theme within current education research. 10 Whether the network allows members to tackle the challenges of teaching as the COVID-19 situation develops (objective 4) is yet to be seen.…”

Investigating students understanding of organic reaction mechanisms from performing organic chemistry experiments

“…Instead of designing laboratory curricula to align experiments with what is being taught in lectures, laboratory curricula should focus on the development of development of practical techniques, problem-solving skills, experimental design and professional skills (Seery et al, 2019). Seery (2019) proposes a framework where skills are developed in a step-wise approach, starting expository experiments to teach practical skills in the first year, then making the experiments more open-ended as the students move up each level to teach higher-order skills.…”

“…Over recent decades there have been repeated calls to stop the use of laboratory work for teaching theory and instead use laboratory education to teach students how to 'do' science (Kirschner, 1992;Kirschner & Meester, 1988;Seery et al, 2019;Reid & Shah, 2007). The laboratory is an important learning environment for teaching practical skills, experimental design, problem-solving and professional skills.…”

“…The laboratory is an important learning environment for teaching practical skills, experimental design, problem-solving and professional skills. Laboratory education should focus on the development of these skills, rather than using practical work to enhance understanding of theory (Seery et al, 2019).…”

Perceptions of Pre-Service Teachers to Chemistry Laboratory Activities Based on Learning Experiences in the Laboratory

“…In addition, the goals of science education are not only related to cognition but also student attitudes [1]. However, there was still student dissatisfaction about learning in the laboratory so that many practitioners wanted to improve their laboratory activities [2]. Some educators have also begun to seriously question the effectiveness and role of laboratory activities [3].…”