Development of an Assessment Tool to Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory

Autor/inn/en	Galloway, Kelli R.; Bretz, Stacey Lowery
Titel	Development of an Assessment Tool to Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory
Quelle	In: Journal of Chemical Education, 92 (2015) 7, S.1149-1158 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500881y
Schlagwörter	Chemistry; Science Instruction; Undergraduate Students; College Science; Science Laboratories; Student Evaluation; Science Tests; Test Construction; Expectation; Science Experiments; Laboratory Experiments; Instructional Effectiveness; Online Surveys; Likert Scales; Statistical Analysis; Pretests Posttests; Test Reliability; Test Validity; Statistical Inference + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Testaufbau; Expectancy; Erwartung; Laboratory work; Laborarbeit; Unterrichtserfolg; Likert-Skala; Statistische Analyse; Testreliabilität; Testvalidität; Inferential statistics; Schließende Statistik
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 modified based on an analysis of the pilot study data. The revised, 31-item MLLI was administered online both at the beginning and end of a semester to both general and organic chemistry laboratory students. Evidence for both the validity and reliability of the data, as well as comparisons between general and organic chemistry students' responses, are discussed. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01