Inquiry and industry inspired laboratories: the impact on students’ perceptions of skill development and engagements

Abstract

Many examples exist in the chemical education literature of individual experiments, whole courses or even entire year levels that have been completely renewed under the tenets of context-based, inquiry-based or problem-based learning. The benefits of these changes are well documented and include higher student engagement, broader skill development and better perceived preparation for the workforce. However, no examples appear to have been reported in which an entire school's teaching laboratory programme has been significantly redesigned with these concepts in mind. Transforming Laboratory Learning (TLL) is a programme at Monash University that sought to incorporate industry inspired context-based, inquiry-based and problem-based learning into all the laboratory components of the School of Chemistry. One of the ways in which the effect of the programme was evaluated was through the use of an exit survey delivered to students at the completion of seven experiments that existed before the TLL programme as well as seven that were generated directly by the TLL programme. The survey consisted of 27 closed questions alongside three open questions. Overall, students found the new experiments more challenging but recognised that they were more contextualised and that they allowed students to make decisions. The students noted the lack of detailed guidance in the new laboratory manuals but raised the challenge, context and opportunity to undertake experimental design as reasons for enjoying the new experiments. Students' perceptions of their skill development shifted to reflect skills associated with experimental design when undertaking the more investigation driven experiments. These results are consistent with other literature and indicate the large scale potential success of the TLL programme, which is potentially developing graduates who are better prepared for the modern workforce.

Developing an understanding of undergraduate student interactions in chemistry laboratories

“…Students may undergo different learning experiences and attain various learning outcomes even though they are provided with the same material, have the same instructor, and learn the same content in the same classroom, (George-Williams, et al, 2018;Kousa, et al, 2018). This finding suggests that students' learning may therefore depend upon their interactions during the laboratory activity; this hypothesis is at the core of the present study.…”

“…In response to the call for an increased amount of research in laboratory settings, several studies have explored students' perceptions and their intended goals in traditional or reformed undergraduate laboratories (DeKorver and Towns, 2015;Galloway and Bretz, 2015a;Galloway and Bretz, 2015b;Chopra, et al, 2017;George-Williams, et al, 2018). Other studies have developed structured observation instruments to improve instructional practices (Lund, et al, 2015;Velasco, et al, 2016).…”

Effects of Inquiry-Based Teaching on Chinese University Students’ Epistemologies About Experimental Physics and Learning Performance

“…The application of inquiry-based laboratory in university science classes is increasing. In recent years, with the science teachers becoming more and more critical of the effectiveness of the cookbook type laboratory activities and the purpose, practice and learning performance of the laboratory, people's interest in using inquiry teaching strategies is on the rise (Haglund, Melander, Weiszflog, & Andersson, 2017;George-Williams, Soo, Ziebell, Thompson, & Overton, 2018;Wheeler, Chiu, Maeng, & Bell, 2019). Lord & Orkwiszewski (2006) indicated that inquiry based laboratory activities is an effective way of learning, which can enhance students' content learning knowledge, metacognitive ability (Kipnis & Hofstein, 2008), scientific process skills (Deters, 2005), and attitude to science (Gibson & Chase, 2002).…”

Bringing Light to Science Undergraduate Students: A Successful Laboratory Experiment Illustrating the Principles and Applications of Bioluminescence

“…These result are in agreement with the previous observation that although inquiry-based approaches normally take more effort and time to develop, they are usually very positively perceived by students, who become more actively involved in their learning process and find this type of research experience very rewarding. [29][30][31] At a time when graduate employability is a key issue for higher education, as new graduates are faced with a highly competitive and rapidly evolving employment landscape, a shift from more traditional teaching systems to other thought-provoking learning approaches will help promote those skills and attributes that are most valued by employers. 22,32…”