Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

Autor/inn/en	Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery
Titel	Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility
Quelle	In: Journal of Chemical Education, 93 (2016) 2, S.227-238 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00737
Schlagwörter	Science Instruction; College Science; Chemistry; Science Laboratories; Hands on Science; Inquiry; Discovery Learning; Teaching Methods; Affective Behavior; Cognitive Processes; Psychomotor Skills; Motion; Interviews; Undergraduate Students; Observation; Video Technology; Qualitative Research; Word Frequency; Language Usage + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Psychomotorische Aktivität; Bewegungsablauf; Interviewing; Interviewtechnik; Beobachtung; Qualitative Forschung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachgebrauch
Abstract	Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While attitudinal surveys offer some insights, an inherent limitation of such fixed-response surveys may prevent students from expressing how their laboratory experiences shape their affective learning. Conducting interviews, however, affords researchers the opportunity to hear students describe learning in their own words. One challenge with interviews is that students may not possess the vocabulary to precisely describe their experiences. Therefore, the purpose of this study was to conduct interviews that encouraged and enabled students to verbalize their feelings about learning in the undergraduate chemistry laboratory. Interviews were conducted with 13 students who were enrolled in either a general chemistry or an organic chemistry laboratory course using a novel interview protocol to elicit descriptions of the students' experiences: a list of affective chemistry laboratory experiences. Findings include that the list of words was able to elicit a wide range of students' descriptions of their affective experiences and that these experiences influence cognitive and psychomotor learning in the undergraduate chemistry laboratory. In particular, the students' descriptions of their affective experiences in the laboratory were grounded in perceptions of control of their learning and the responsibility they felt they had. The implications of this research include identifying experiences that ought to be attended to through changes in pedagogy and curriculum in order for students to experience meaningful learning in their undergraduate chemistry laboratory courses. (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