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ERIC Number: EJ1084274
Record Type: Journal
Publication Date: 2015-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0021-9584
Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study
Galloway, Kelli R.; Bretz, Stacey Lowery
Journal of Chemical Education, v92 n12 p2019-2030 Dec 2015
Understanding how students learn in the undergraduate chemistry teaching laboratory is an essential component to developing evidence-based laboratory curricula. The Meaningful Learning in the Laboratory Instrument (MLLI) was developed to measure students' cognitive and affective expectations and experiences for learning in the chemistry laboratory. Previous cross-sectional studies in both general and organic chemistry laboratory courses have shown trends where cognitive expectations go unfulfilled, and affective expectations and experiences are diverse among all students. On the basis of these previous findings, a longitudinal study was carried out to explore how students' ideas about laboratory learning change over two years of chemistry laboratory instruction. The data were analyzed using multiple visualizations, inferential statistics, and cluster analysis. Findings from this study supported previous findings from the cross-sectional studies. In addition, it was found that students "reset" their expectations for organic chemistry laboratory, meaning they indicated high expectations for learning despite unfulfilled expectations in their general chemistry laboratory. Further findings and their implications are discussed within the context of Novak's theory of meaningful learning.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0733642