What makes a good laboratory learning exercise?: student feedback from the ACELL project

A. V. George, J. R. Read, S. C. Barrie, R. B. Bucat, M. A. Buntine, G. T. Crisp, I. M. Jamie, S. H. Kable

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

Abstract

Over the last 7 years, a group of Australian universities have been collaboratively running a chemistry education project, now called ACELL (Advancing Chemistry by Enhanced Learning in the Laboratory). One of the key aims of ACELL is to facilitate the development and evaluation of educationally sound chemistry laboratory exercises with the goal of improving the quality of students' learning in the laboratory in Australia, New Zealand, and throughout the world. As part of this project, ACELL has developed an instrument for investigating students' perceptions of their laboratory learning experiences. To date, ACELL had collected data on 19 experiments from 972 students across 7 universities in Australia and New Zealand using this instrument, and this data collection is ongoing. As a consequence, ACELL is in an unusually good position to identify and discuss both procedural and cognitive factors that influence students' evaluation of their laboratory learning experiences, such as assessment, the quality of notes, interest, and the inclusion of opportunities for independent learning. Our results are both surprising and encouraging, and indicate that students can be highly cognitively engaged, even with traditionally "boring" content, provided a suitable learning environment is established. This paper will describe the research approach undertaken, discuss the range of factors which appear to significantly influence students' learning experiences, and consider the implications for the design of educationally sound chemistry laboratory exercises.

LanguageEnglish
Title of host publicationChemistry education in the ICT age
EditorsMinu Gupta-Bhowon, Sabina Jhaumeer-Laulloo, Henri Li Kam Wah, Ponnadurai Ramasami
Place of PublicationBerlin
PublisherSpringer, Springer Nature
Pages363-376
Number of pages14
ISBN (Electronic)9781402097324
ISBN (Print)9781402097317
DOIs
Publication statusPublished - 2009
Event20th International Conference on Chemical Education - Pointe aux Piments, Mauritius
Duration: 3 Aug 20088 Aug 2008

Conference

Conference20th International Conference on Chemical Education
CountryMauritius
CityPointe aux Piments
Period3/08/088/08/08

Keywords

  • COGNITIVE LOAD THEORY
  • CHEMISTRY LABORATORIES
  • SCIENCE
  • INSTRUCTION
  • CLASSROOM
  • MODEL
  • DISCOVERY
  • TEACHER
  • WORK

Cite this

George, A. V., Read, J. R., Barrie, S. C., Bucat, R. B., Buntine, M. A., Crisp, G. T., ... Kable, S. H. (2009). What makes a good laboratory learning exercise? student feedback from the ACELL project. In M. Gupta-Bhowon, S. Jhaumeer-Laulloo, H. L. K. Wah, & P. Ramasami (Eds.), Chemistry education in the ICT age (pp. 363-376). Berlin: Springer, Springer Nature. https://doi.org/10.1007/978-1-4020-9732-4_34
George, A. V. ; Read, J. R. ; Barrie, S. C. ; Bucat, R. B. ; Buntine, M. A. ; Crisp, G. T. ; Jamie, I. M. ; Kable, S. H. / What makes a good laboratory learning exercise? student feedback from the ACELL project. Chemistry education in the ICT age. editor / Minu Gupta-Bhowon ; Sabina Jhaumeer-Laulloo ; Henri Li Kam Wah ; Ponnadurai Ramasami. Berlin : Springer, Springer Nature, 2009. pp. 363-376
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abstract = "Over the last 7 years, a group of Australian universities have been collaboratively running a chemistry education project, now called ACELL (Advancing Chemistry by Enhanced Learning in the Laboratory). One of the key aims of ACELL is to facilitate the development and evaluation of educationally sound chemistry laboratory exercises with the goal of improving the quality of students' learning in the laboratory in Australia, New Zealand, and throughout the world. As part of this project, ACELL has developed an instrument for investigating students' perceptions of their laboratory learning experiences. To date, ACELL had collected data on 19 experiments from 972 students across 7 universities in Australia and New Zealand using this instrument, and this data collection is ongoing. As a consequence, ACELL is in an unusually good position to identify and discuss both procedural and cognitive factors that influence students' evaluation of their laboratory learning experiences, such as assessment, the quality of notes, interest, and the inclusion of opportunities for independent learning. Our results are both surprising and encouraging, and indicate that students can be highly cognitively engaged, even with traditionally {"}boring{"} content, provided a suitable learning environment is established. This paper will describe the research approach undertaken, discuss the range of factors which appear to significantly influence students' learning experiences, and consider the implications for the design of educationally sound chemistry laboratory exercises.",
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author = "George, {A. V.} and Read, {J. R.} and Barrie, {S. C.} and Bucat, {R. B.} and Buntine, {M. A.} and Crisp, {G. T.} and Jamie, {I. M.} and Kable, {S. H.}",
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editor = "Minu Gupta-Bhowon and Sabina Jhaumeer-Laulloo and Wah, {Henri Li Kam} and Ponnadurai Ramasami",
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George, AV, Read, JR, Barrie, SC, Bucat, RB, Buntine, MA, Crisp, GT, Jamie, IM & Kable, SH 2009, What makes a good laboratory learning exercise? student feedback from the ACELL project. in M Gupta-Bhowon, S Jhaumeer-Laulloo, HLK Wah & P Ramasami (eds), Chemistry education in the ICT age. Springer, Springer Nature, Berlin, pp. 363-376, 20th International Conference on Chemical Education, Pointe aux Piments, Mauritius, 3/08/08. https://doi.org/10.1007/978-1-4020-9732-4_34

What makes a good laboratory learning exercise? student feedback from the ACELL project. / George, A. V.; Read, J. R.; Barrie, S. C.; Bucat, R. B.; Buntine, M. A.; Crisp, G. T.; Jamie, I. M.; Kable, S. H.

Chemistry education in the ICT age. ed. / Minu Gupta-Bhowon; Sabina Jhaumeer-Laulloo; Henri Li Kam Wah; Ponnadurai Ramasami. Berlin : Springer, Springer Nature, 2009. p. 363-376.

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

TY - GEN

T1 - What makes a good laboratory learning exercise?

T2 - student feedback from the ACELL project

AU - George, A. V.

AU - Read, J. R.

AU - Barrie, S. C.

AU - Bucat, R. B.

AU - Buntine, M. A.

AU - Crisp, G. T.

AU - Jamie, I. M.

AU - Kable, S. H.

PY - 2009

Y1 - 2009

N2 - Over the last 7 years, a group of Australian universities have been collaboratively running a chemistry education project, now called ACELL (Advancing Chemistry by Enhanced Learning in the Laboratory). One of the key aims of ACELL is to facilitate the development and evaluation of educationally sound chemistry laboratory exercises with the goal of improving the quality of students' learning in the laboratory in Australia, New Zealand, and throughout the world. As part of this project, ACELL has developed an instrument for investigating students' perceptions of their laboratory learning experiences. To date, ACELL had collected data on 19 experiments from 972 students across 7 universities in Australia and New Zealand using this instrument, and this data collection is ongoing. As a consequence, ACELL is in an unusually good position to identify and discuss both procedural and cognitive factors that influence students' evaluation of their laboratory learning experiences, such as assessment, the quality of notes, interest, and the inclusion of opportunities for independent learning. Our results are both surprising and encouraging, and indicate that students can be highly cognitively engaged, even with traditionally "boring" content, provided a suitable learning environment is established. This paper will describe the research approach undertaken, discuss the range of factors which appear to significantly influence students' learning experiences, and consider the implications for the design of educationally sound chemistry laboratory exercises.

AB - Over the last 7 years, a group of Australian universities have been collaboratively running a chemistry education project, now called ACELL (Advancing Chemistry by Enhanced Learning in the Laboratory). One of the key aims of ACELL is to facilitate the development and evaluation of educationally sound chemistry laboratory exercises with the goal of improving the quality of students' learning in the laboratory in Australia, New Zealand, and throughout the world. As part of this project, ACELL has developed an instrument for investigating students' perceptions of their laboratory learning experiences. To date, ACELL had collected data on 19 experiments from 972 students across 7 universities in Australia and New Zealand using this instrument, and this data collection is ongoing. As a consequence, ACELL is in an unusually good position to identify and discuss both procedural and cognitive factors that influence students' evaluation of their laboratory learning experiences, such as assessment, the quality of notes, interest, and the inclusion of opportunities for independent learning. Our results are both surprising and encouraging, and indicate that students can be highly cognitively engaged, even with traditionally "boring" content, provided a suitable learning environment is established. This paper will describe the research approach undertaken, discuss the range of factors which appear to significantly influence students' learning experiences, and consider the implications for the design of educationally sound chemistry laboratory exercises.

KW - COGNITIVE LOAD THEORY

KW - CHEMISTRY LABORATORIES

KW - SCIENCE

KW - INSTRUCTION

KW - CLASSROOM

KW - MODEL

KW - DISCOVERY

KW - TEACHER

KW - WORK

U2 - 10.1007/978-1-4020-9732-4_34

DO - 10.1007/978-1-4020-9732-4_34

M3 - Conference proceeding contribution

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BT - Chemistry education in the ICT age

A2 - Gupta-Bhowon, Minu

A2 - Jhaumeer-Laulloo, Sabina

A2 - Wah, Henri Li Kam

A2 - Ramasami, Ponnadurai

PB - Springer, Springer Nature

CY - Berlin

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George AV, Read JR, Barrie SC, Bucat RB, Buntine MA, Crisp GT et al. What makes a good laboratory learning exercise? student feedback from the ACELL project. In Gupta-Bhowon M, Jhaumeer-Laulloo S, Wah HLK, Ramasami P, editors, Chemistry education in the ICT age. Berlin: Springer, Springer Nature. 2009. p. 363-376 https://doi.org/10.1007/978-1-4020-9732-4_34