Journal Article

Perceptions and Misconceptions about the Undergraduate Laboratory from Chemistry, Physics and Biology Academics

Manjula Sharma, Mark Anthony Buntine, Karen Burke da Silva, Scott Kable, Alexandra Yeung, Justin Read, Kieran Lim, Simon Pyke

2020

Overview

The undergraduate laboratory occupies a large fraction of science students' time. Over 3000 students were asked to rate their laboratory learning experience using 12 metrics. 362 academics were asked to predict which of these 12 aspects of the student experience would correlate with the overall laboratory learning experience. Responses from academics in biology, chemistry and physics departments, and from the USA and Australia, are statistically the same. However, the correlation between these staff predictions and student results is poor. The student results are consistent with extant educational research, but it appears that these findings are not reaching those who are responsible for developing undergraduate laboratory courses. There is a great need for educational research to be made more accessible for academics who are trained in scientific, but not in educational research. [Author abstract]

• Publisher: University of Sydney
• Subject: Academic staff / Active Learning / Biology / Chemistry / College Science / Data Interpretation / Educational Assessment / Educational Benefits / Educational Environment / Educational research / Feedback (Response) / Higher education / Innovation / Laboratories / Laboratory Experiments / Learner Engagement / Learning / Learning Experience / Learning Strategies / Mathematics Education / Measures (Individuals) / Misconceptions / Periodicals / Physics / Science Education / Science Experiments / Science Instruction / Science Laboratories / Science teaching / Scientific Attitudes / Scientific concepts / Student attitudes / Student Experience / Student Experience Survey (SES) / Student Reaction / Undergraduate students