Adapting the Undergraduate Chemistry Laboratory to Contemporary Learning Theory
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Date
2009-04-16T13:24:36Z
Authors
de Zoete, J.C.
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Abstract
The value of the laboratory to science learning has been under scrutiny. This thesis
examines the undergraduate chemistry laboratory and seeks to show how improvements
in student outcomes will result from reformulating the laboratory in accordance with
contemporary learning theory. First, this thesis examines the traditional undergraduate
chemistry laboratory from the perspective of cultural historical activity theory to
determine what inconsistencies possibly exist. The thesis then considers factors
influencing the structure of the traditional laboratory, the nature of learning assumed by
the traditional lab and factors influencing students to show how these form barriers to
learning in the laboratory. Third, the thesis explores contemporary theories of learning
and how they accommodate individuals and how they promote deeper conceptual
understanding. Subsequently, the thesis investigates research into laboratory learning,
both laboratory variables and influences on students, to determine their effect on
learning. This enables the thesis to reconceptualize the undergraduate chemistry
laboratory and analyze whether the incompatibilities of the traditional lab with deep
learning are alleviated or resolved.