Learning Outcomes of University Chemistry Teaching in Laboratories: A Systematic Review of Empirical Literature

Autor/inn/en	Agustian, Hendra Y.; Finne, Laura Teinholt; Jørgensen, Jonas Tarp; Pedersen, Maja Ingerslev; Christiansen, Frederik Voetmann; Gammelgaard, Bente; Nielsen, Jan Alexis
Titel	Learning Outcomes of University Chemistry Teaching in Laboratories: A Systematic Review of Empirical Literature
Quelle	In: Review of Education, 10 (2022) 2, (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agustian, Hendra Y.) ORCID (Finne, Laura Teinholt) ORCID (Jørgensen, Jonas Tarp) ORCID (Christiansen, Frederik Voetmann) ORCID (Gammelgaard, Bente) ORCID (Nielsen, Jan Alexis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3360
Schlagwörter	Chemistry; Science Instruction; Science Laboratories; College Science; Science Process Skills; Science Experiments; Thinking Skills; Competence; Affective Behavior + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Kompetenz; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic review were to characterise learning in the laboratory and substantiate learning outcomes associated with laboratory instructions in university chemistry. Analysis of 355 empirical studies revealed that students develop five clusters of laboratory-related competences pertaining to "experimental competences," "disciplinary learning," "higher-order thinking and epistemic learning," "transversal competences" as well as "affective domain." These competences were specified into related constructs measured in the studies. Synthesis of published studies led to a substantiated view on multidimensional learning in the laboratory and its implications for research, practice and theory are suggested. Representations of research areas that deserve appraisals and further investigations are also proposed. The video abstract for this article is available at https://video.ku.dk/secret/76185334/73665cb966315601404b793ffc234a77. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01