When the Lab Work Disappears: Students' Perception of Laboratory Teaching for Quality Learning

Autor/inn/en	Finne, Laura Teinholt; Gammelgaard, Bente; Christiansen, Frederik Voetmann
Titel	When the Lab Work Disappears: Students' Perception of Laboratory Teaching for Quality Learning
Quelle	In: Journal of Chemical Education, 99 (2022) 4, S.1766-1774 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finne, Laura Teinholt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01113
Schlagwörter	Student Attitudes; Science Laboratories; Educational Quality; Student Experience; Distance Education; Electronic Learning; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Quality of education; Bildungsqualität; Studienerfahrung; Distance study; Distance learning; Fernunterricht; Collegestudent
Abstract	During the spring of 2020, teaching laboratories worldwide were closed, and teachers quickly prepared online substitute activities. This study investigates the students' experience of the substitution of laboratory teaching with theoretical activities in an instrumental analytical chemistry course in the students' second year of study. Twelve students were interviewed about their experience of the online teaching activities and their perspectives on what happens to their learning experience when the laboratory disappears and is replaced with theoretical online activities. Interviews were conducted 2-3 weeks after the lockdown of the teaching laboratories. Transcripts were analyzed with inductive interpretative thematic analysis with a focus on students' conceptions of the role of laboratory teaching in quality learning. The results show that the laboratory experience and the close connection to teachers in the laboratory setting plays an important role for the scaffolding of students' learning through dialogue and feedback. The analysis is informed by the description of the laboratory as a site for text production. It shows the role of the teaching laboratory in shaping embodied understanding of the scientific knowledge production process through series of transformations. (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	2024/1/01