Pharmacy Students' Conceptions of Theory-Practice Relation in the Analytical Chemistry Laboratory-- A Phenomenographic Study

Autor/inn/en	Finne, Laura Teinholt; Gammelgaard, Bente; Christiansen, Frederik Voetmann
Titel	Pharmacy Students' Conceptions of Theory-Practice Relation in the Analytical Chemistry Laboratory-- A Phenomenographic Study
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.428-436 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finne, Laura Teinholt) ORCID (Gammelgaard, Bente) ORCID (Christiansen, Frederik Voetmann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Chemistry; Pharmaceutical Education; Undergraduate Students; Science Instruction; Scientific Concepts; Teaching Methods; Phenomenology; Laboratory Experiments; Outcomes of Education; Learning Theories; Multimedia Instruction; Student Attitudes; Theory Practice Relationship; Science Teachers; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Laboratory work; Laborarbeit; Lernleistung; Schulerfolg; Learning theory; Lerntheorie; Multimediales Lernen; Schülerverhalten; Theorie-Praxis-Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Dänemark
Abstract	In the undergraduate student laboratory teaching, one of the most common goals is developing improved conceptual understanding linking theory and practice. This study presents a phenomenographic analysis of pharmacy students' conceptions of the theory--practice relation in the laboratory. Through semi-structured interviews with pharmacy students about laboratory teaching and learning, we find that the students conceive the laboratory experience of the theory--practice relation in three qualitatively different ways. They perceive the laboratory experience as either (1) a visual representation of the theory, (2) acting in a multimodal setting supporting theory, or (3) as a complementary perspective in understanding theory. Furthermore, the conceptions were context-dependent and changed over time. We discuss how these three different perspectives may affect the students' learning outcomes and suggest how teachers can accommodate the perspectives in their teaching. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01