Phenomenological Approaches to Study Learning in the Tertiary Level Chemistry Laboratory

Abstract

Despite the widespread notion amongst chemistry educators that the laboratory is essential to learn chemistry, it is often a neglected area of teaching and, arguably, of educational research. Research has typically focused on secondary education, single institutions, and isolated interventions that are mostly assessed quantitatively. It has also honed in on compartmentalised features instead of searching understanding of broader aspects of learning through experimentation. This paper contends there is a gap in subject specific, tertiary level research that is comprehensive and learning-centred instead of fragmented and instruction-based. A shift in focus requires consideration of methodological approaches that can effectively tackle the challenges of researching complex learning environments. This paper reckons qualitative approaches, specifically phenomenology, are better suited for this purpose. To illustrate this potential, it summarises an exemplar phenomenological study that investigated students' experience of change in instructional style from an expository (traditional) laboratory program to one that was cooperative and project-based (reformed). The study suggests the experience was characterised by a transition from a learning environment that promoted mindless behaviour to one in which students were mindfully engaged in their learning. Thus, this work puts forth the use of Mindfulness Theory to investigate and support design of laboratory experiences.

Examining the instructional materials motivation of prospective chemistry teachers' in laboratory

“…Articles about the role of laboratory, its purpose and effectiveness to obtain learning outcomes of chemistry education are noteworthy [1,25,26,27]. Despite the widespread notion amongst chemistry educators that the laboratory is essential location to learn chemistry, it is often a neglected area of teaching and, arguably, of educational research [27]. Researchers state that learning of chemistry in experimental laboratory environments should be made more effective [1,25].…”

Teacher's Attitudes as Knowledge Predictors

“…Thus, for this cohort of teachers physics would be learned more through teaching (preparing and reviewing) than by earning additional academic degrees. This speaks of the different natures of the three sciences and of the particularities associated with learning and teaching each subject, for instance the level of abstraction necessary to master each of them (Bucat, 2004;Sandi-Urena, 2018) . In addition, data indicated that private university training is associated with less mastery of the subject, especially in physics.…”

Comparing students’ perceptions of the thinking required in inquiry‐based and traditional laboratories

“…Sandi‐Urena (2018) suggested the use of naturalistic approaches to investigate students’ learning with the goal to “uncover the internal and invariant structure of a chosen phenomenon not in its empirical individuality but in its essence” (p. 238). The author then goes on to defend the use of such approaches, stating:

Unlike experimental approaches, naturalistic ones start off without hypotheses or theories to be falsified.

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“…… gaining a realistic perspective and understanding of learning in the laboratory is plausible. (p. 238).Given the importance and utility of investigating students’ perceptions of their experiences in the chemistry laboratory (Sandi‐Urena, 2018), this study focuses on students’ perceptions around creativity and critical thinking in the chemistry laboratory.…”

“…Our data collection focused on interviewing participants which is an effective method for revealing students’ perspectives within a learning environment (Sandi‐Urena, 2018). Students were also asked to write short reflections about creative and critical thinking in the laboratory.…”