Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature

Research output: Contribution to journalReviewpeer-review

Standard

Learning outcomes of university chemistry teaching in laboratories : A systematic review of empirical literature. / Agustian, Hendra Yusup; Finne, Laura Teinholt; Jørgensen, Jonas Tarp; Pedersen, Maja Ingerslev; Gammelgaard, Bente; Christiansen, Frederik Voetmann ; Nielsen, Jan Alexis.

In: Review of Education, Vol. 10, No. 2, e3360, 2022.

Research output: Contribution to journalReviewpeer-review

Harvard

Agustian, HY, Finne, LT, Jørgensen, JT, Pedersen, MI, Gammelgaard, B, Christiansen, FV & Nielsen, JA 2022, 'Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature', Review of Education, vol. 10, no. 2, e3360. https://doi.org/10.1002/rev3.3360

APA

Agustian, H. Y., Finne, L. T., Jørgensen, J. T., Pedersen, M. I., Gammelgaard, B., Christiansen, F. V., & Nielsen, J. A. (2022). Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education, 10(2), [e3360]. https://doi.org/10.1002/rev3.3360

Vancouver

Agustian HY, Finne LT, Jørgensen JT, Pedersen MI, Gammelgaard B, Christiansen FV et al. Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education. 2022;10(2). e3360. https://doi.org/10.1002/rev3.3360

Author

Agustian, Hendra Yusup ; Finne, Laura Teinholt ; Jørgensen, Jonas Tarp ; Pedersen, Maja Ingerslev ; Gammelgaard, Bente ; Christiansen, Frederik Voetmann ; Nielsen, Jan Alexis. / Learning outcomes of university chemistry teaching in laboratories : A systematic review of empirical literature. In: Review of Education. 2022 ; Vol. 10, No. 2.

Bibtex

@article{572455b3e7864b2bb0f930c6c1bbcb8e,
title = "Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature",
abstract = "Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic review were to substantiate learning outcomes associated with laboratory instructions in university chemistry, to characterise learning in the laboratory, and identify areas for future research. Synthesis of 355 empirical studies revealed that students develop five clusters of laboratory-related competences pertaining to Disciplinary learning, Experimental competences, Affective outcomes, Higher-order thinking and epistemic learning, as well as Transversal competences. These competences were specified into related constructs measured in the studies. Analysis of published studies led to a substantiated view on multidimensional learning in the laboratory and its implications for assessment and curriculum design are suggested. Representations of research areas that deserve appraisals and further investigations are also proposed. ",
author = "Agustian, {Hendra Yusup} and Finne, {Laura Teinholt} and J{\o}rgensen, {Jonas Tarp} and Pedersen, {Maja Ingerslev} and Bente Gammelgaard and Christiansen, {Frederik Voetmann} and Nielsen, {Jan Alexis}",
year = "2022",
doi = "10.1002/rev3.3360",
language = "English",
volume = "10",
journal = "Review of Education",
issn = "2049-6613",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS

TY - JOUR

T1 - Learning outcomes of university chemistry teaching in laboratories

T2 - A systematic review of empirical literature

AU - Agustian, Hendra Yusup

AU - Finne, Laura Teinholt

AU - Jørgensen, Jonas Tarp

AU - Pedersen, Maja Ingerslev

AU - Gammelgaard, Bente

AU - Christiansen, Frederik Voetmann

AU - Nielsen, Jan Alexis

PY - 2022

Y1 - 2022

N2 - Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic review were to substantiate learning outcomes associated with laboratory instructions in university chemistry, to characterise learning in the laboratory, and identify areas for future research. Synthesis of 355 empirical studies revealed that students develop five clusters of laboratory-related competences pertaining to Disciplinary learning, Experimental competences, Affective outcomes, Higher-order thinking and epistemic learning, as well as Transversal competences. These competences were specified into related constructs measured in the studies. Analysis of published studies led to a substantiated view on multidimensional learning in the laboratory and its implications for assessment and curriculum design are suggested. Representations of research areas that deserve appraisals and further investigations are also proposed.

AB - Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic review were to substantiate learning outcomes associated with laboratory instructions in university chemistry, to characterise learning in the laboratory, and identify areas for future research. Synthesis of 355 empirical studies revealed that students develop five clusters of laboratory-related competences pertaining to Disciplinary learning, Experimental competences, Affective outcomes, Higher-order thinking and epistemic learning, as well as Transversal competences. These competences were specified into related constructs measured in the studies. Analysis of published studies led to a substantiated view on multidimensional learning in the laboratory and its implications for assessment and curriculum design are suggested. Representations of research areas that deserve appraisals and further investigations are also proposed.

U2 - 10.1002/rev3.3360

DO - 10.1002/rev3.3360

M3 - Review

VL - 10

JO - Review of Education

JF - Review of Education

SN - 2049-6613

IS - 2

M1 - e3360

ER -

ID: 260961235