Dear CER list,
The next webinar in the RSC CERG series is from Prof Santiago Sandi-Ureña who will give a webinar entitled:Phenomenological characterization of learning in the college chemistry laboratory.
If you wish to join this webinar, you can register to recceive the link (circulated Mon 22nd Oct) on our website. If you already registered for our 2018-2019 webinar series, there is no need to sign up again. To sign up, see our website:
https://rsccerg.wordpress.com/2018/10/01/sandi-urena-webinar-24th-october/
Abstract is below - I look forward to hosting some of you then!
Michael
Abstract
Although central to the experience of learning chemistry, the academic laboratory is often a neglected area of teaching and, it could be argued, of research as well. Contemporary educators, researchers, and policy-makers agree lack of research in this field remains an obstacle to advance a discussion based on evidence. Moreover, the little research evidence gathered does not support the assumption that the traditionally structured laboratory that predominates in tertiary chemistry education accomplishes learning objectives that are desirable and significant outcomes for science literacy, e.g. problem solving skills, critical thinking, and experiment design and implementation. Awareness of this apparent contradiction has resulted in a recent surge in research to better understand learning in the laboratory and to support implementation of adequate tertiary education instructional methods. In general, attempts have been made to assess a singular curricular modification more than to understand broader aspects of learning through experimentation. In addition, attempts have drawn data from student cohorts in a single institution and exposed to only an isolated modification. The emphasis continues to be fragmented and stresses instruction over learning. This presentation argues for the need of tertiary-level, subject specific research that shifts from a fragmented and instruction-based emphasis to one that is comprehensive and learning-centred. In doing so, it puts forth the use of qualitative approaches, such as phenomenology, may be better suited to deal with the complexities of learning through experimentation. This work discusses fundamental aspects of phenomenology and exemplary studies that have focused on the learning experiences of students and their instructors across different institutions and laboratory formats. This research looks at the holistic experience of learning in a laboratory environment instead of examining specific instructional styles. Outcomes and implications from this work will be presented