Year: 2020
Type: article
Abstract: In the past, students in general chemistry classes at the University of Northern Iowa have struggled with pre-labs due to cognitive overload. To better prepare students for the lab portion of the class and to reduce the amount of cognitive load, professors can provide students with strategies to scaffold information for students. The CLUE General Chemistry curriculum, which emphasizes the use of scientific practices, paired with a new SWH/ADI hybrid laboratory model was implemented in one of the sections of CHEM 1110 in the Fall 2019 semester. The goal of including these new features was to provide more scaffolding for increased student comprehension while also improving students’ skills and experiences in the lab. In order to measure students’ perceptions changed during the course of the semester, the Meaningful Learning in the Laboratory Instrument (MLLI) was used to measure the cognitive and affective domains of the students’ laboratory experience. Through examining the cognitive and affective areas, it is possible through using the MLLI survey to determine how student perceptions and experiences have changed throughout the semester with the use of the hybrid ADI-SWH and the SWH lab approach.
Author: Kylie Engstrom
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3027089550