10 Guiding principles for learning in the laboratory
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10 Guiding principles for learning in the laboratory. / Seery, Michael K.; Agustian, Hendra Y.; Christiansen, Frederik Voetmann ; Gammelgaard, Bente; Malm, Rie Hjørnegaard.
I: Chemistry Education Research and Practice, Bind 25, Nr. 2, 2024, s. 383-402.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - 10 Guiding principles for learning in the laboratory
AU - Seery, Michael K.
AU - Agustian, Hendra Y.
AU - Christiansen, Frederik Voetmann
AU - Gammelgaard, Bente
AU - Malm, Rie Hjørnegaard
N1 - Publisher Copyright: © 2024 The Royal Society of Chemistry.
PY - 2024
Y1 - 2024
N2 - Laboratory work in chemistry has been extensively researched in the last decade but the gap between research and practice is still broad. This Perspective shares 10 guiding principles relating to university laboratory education, drawing on research over the last decade. Written with an audience of practitioners in mind, the Perspective aligns with Hounsell and Hounsell's congruence framework, so that the 10 principles consider all aspects of the laboratory curriculum: design, teaching approaches, and assessment approaches as suggested by Biggs, but additional contextual factors relating to teaching context: backgrounds of students and their support, and overall laboratory organisation and management. After discussing the rationale for each guiding principle, examples of approaches are given from recent literature along with prompts to help enact the guiding principle in practice.
AB - Laboratory work in chemistry has been extensively researched in the last decade but the gap between research and practice is still broad. This Perspective shares 10 guiding principles relating to university laboratory education, drawing on research over the last decade. Written with an audience of practitioners in mind, the Perspective aligns with Hounsell and Hounsell's congruence framework, so that the 10 principles consider all aspects of the laboratory curriculum: design, teaching approaches, and assessment approaches as suggested by Biggs, but additional contextual factors relating to teaching context: backgrounds of students and their support, and overall laboratory organisation and management. After discussing the rationale for each guiding principle, examples of approaches are given from recent literature along with prompts to help enact the guiding principle in practice.
U2 - 10.1039/D3RP00245D
DO - 10.1039/D3RP00245D
M3 - Journal article
AN - SCOPUS:85179163107
VL - 25
SP - 383
EP - 402
JO - Chemistry Education Research and Practice
JF - Chemistry Education Research and Practice
SN - 1109-4028
IS - 2
ER -
ID: 362859071