Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning. / Agustian, Hendra Yusup.

In: Chemistry Education Research and Practice, Vol. 23, No. 3, 2022, p. 518-530.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Agustian, HY 2022, 'Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning', Chemistry Education Research and Practice, vol. 23, no. 3, pp. 518-530. https://doi.org/10.1039/d1rp00271f

APA

Agustian, H. Y. (2022). Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning. Chemistry Education Research and Practice, 23(3), 518-530. https://doi.org/10.1039/d1rp00271f

Vancouver

Agustian HY. Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning. Chemistry Education Research and Practice. 2022;23(3):518-530. https://doi.org/10.1039/d1rp00271f

Author

Agustian, Hendra Yusup. / Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning. In: Chemistry Education Research and Practice. 2022 ; Vol. 23, No. 3. pp. 518-530.

Bibtex

@article{c593c9c8497d456693d84f086a892018,
title = "Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning",
abstract = "This article seeks to provide researchers in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to learning in the laboratory. Prevailing learning theories suggest that the triad of cognitive, psychomotor, and affective domains should be addressed in order to warrant meaningful learning. In the research tradition of psychology and philosophy of mind, this triad also manifests as a concert of cognitive, conative, and affective domains. I argue that at least in the context of chemistry laboratory education, this is insufficient. The social and epistemic domains are often overlooked or dismissed altogether. Research in laboratory education may provide insight into the urgency and usefulness of integrating these domains into chemistry teaching and learning. ",
author = "Agustian, {Hendra Yusup}",
year = "2022",
doi = "10.1039/d1rp00271f",
language = "English",
volume = "23",
pages = "518--530",
journal = "Chemistry Education Research and Practice",
issn = "1756-1108",
publisher = "Royal Society of Chemistry",
number = "3",

}

RIS

TY - JOUR

T1 - Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning

AU - Agustian, Hendra Yusup

PY - 2022

Y1 - 2022

N2 - This article seeks to provide researchers in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to learning in the laboratory. Prevailing learning theories suggest that the triad of cognitive, psychomotor, and affective domains should be addressed in order to warrant meaningful learning. In the research tradition of psychology and philosophy of mind, this triad also manifests as a concert of cognitive, conative, and affective domains. I argue that at least in the context of chemistry laboratory education, this is insufficient. The social and epistemic domains are often overlooked or dismissed altogether. Research in laboratory education may provide insight into the urgency and usefulness of integrating these domains into chemistry teaching and learning.

AB - This article seeks to provide researchers in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to learning in the laboratory. Prevailing learning theories suggest that the triad of cognitive, psychomotor, and affective domains should be addressed in order to warrant meaningful learning. In the research tradition of psychology and philosophy of mind, this triad also manifests as a concert of cognitive, conative, and affective domains. I argue that at least in the context of chemistry laboratory education, this is insufficient. The social and epistemic domains are often overlooked or dismissed altogether. Research in laboratory education may provide insight into the urgency and usefulness of integrating these domains into chemistry teaching and learning.

U2 - 10.1039/d1rp00271f

DO - 10.1039/d1rp00271f

M3 - Journal article

VL - 23

SP - 518

EP - 530

JO - Chemistry Education Research and Practice

JF - Chemistry Education Research and Practice

SN - 1756-1108

IS - 3

ER -

ID: 260961359