Recent advances in laboratory education research
This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The pape...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-11-01
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| Series: | Chemistry Teacher International |
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| Online Access: | https://doi.org/10.1515/cti-2024-0071 |
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| _version_ | 1849416795594686464 |
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| author | Agustian Hendra Y. |
| author_facet | Agustian Hendra Y. |
| author_sort | Agustian Hendra Y. |
| collection | DOAJ |
| description | This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide. |
| format | Article |
| id | doaj-art-785f8ece8dc34c7f8c0f455083181c1f |
| institution | Kabale University |
| issn | 2569-3263 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Chemistry Teacher International |
| spelling | doaj-art-785f8ece8dc34c7f8c0f455083181c1f2025-08-20T03:33:03ZengDe GruyterChemistry Teacher International2569-32632024-11-017221722410.1515/cti-2024-0071Recent advances in laboratory education researchAgustian Hendra Y.0Department of Science Education, 4321University of Copenhagen, Copenhagen, DenmarkThis review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide.https://doi.org/10.1515/cti-2024-0071icce 2024laboratory educationcurriculum and pedagogyuniversity chemistrylearning outcomes and processesevidence-based teaching |
| spellingShingle | Agustian Hendra Y. Recent advances in laboratory education research Chemistry Teacher International icce 2024 laboratory education curriculum and pedagogy university chemistry learning outcomes and processes evidence-based teaching |
| title | Recent advances in laboratory education research |
| title_full | Recent advances in laboratory education research |
| title_fullStr | Recent advances in laboratory education research |
| title_full_unstemmed | Recent advances in laboratory education research |
| title_short | Recent advances in laboratory education research |
| title_sort | recent advances in laboratory education research |
| topic | icce 2024 laboratory education curriculum and pedagogy university chemistry learning outcomes and processes evidence-based teaching |
| url | https://doi.org/10.1515/cti-2024-0071 |
| work_keys_str_mv | AT agustianhendray recentadvancesinlaboratoryeducationresearch |