Survey of Undergraduate Students' Goals and Achievement Strategies for Laboratory Coursework

Autor/inn/en	Santos-Díaz, Stephanie; Hensiek, Sarah; Owings, Taylor; Towns, Marcy H.
Titel	Survey of Undergraduate Students' Goals and Achievement Strategies for Laboratory Coursework
Quelle	In: Journal of Chemical Education, 96 (2019) 5, S.850-856 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Towns, Marcy H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00984
Schlagwörter	Undergraduate Students; College Faculty; College Science; Science Instruction; Science Laboratories; Goal Orientation; Science Achievement; Chemistry + Suchen Sie Ihr Suchwort? Fakultät; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zielorientierung; Zielvorstellung; Chemie
Abstract	Previous work has shown a misalignment between the goals of faculty and students for laboratory coursework. Although faculty often list learning techniques and developing critical thinking skills as goals for laboratory, students tend to focus on affective goals, such as finishing lab early and obtaining good grades. The goals of faculty have been thoroughly investigated through both qualitative and large-scale quantitative studies. However, studies on student goals for laboratory coursework have primarily been conducted using qualitative methods. In order to provide a more comprehensive idea of students' goals in the laboratory, we have designed a brief, online survey. The survey was used to investigate students' goals in the laboratory and build on existing literature by including survey questions that catalog how students plan on achieving their goals. In this study, we discuss results about students' goals and achievement strategies at the beginning of the semester and after completing the laboratory portion of the course. Anonymous responses, via the online survey, were collected from undergraduate students enrolled in chemistry courses at two Midwestern universities. These results are intended to inform the discussion among faculty regarding how to change laboratory coursework and the instruction to better align faculty and student goals. (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