A Students’ Perspective on Chemistry Laboratory Classes
| dc.contributor.author | Rundberg, Lisa | |
| dc.contributor.author | Sandström, Erica | |
| dc.contributor.department | Chalmers tekniska högskola / Institutionen för kemi och kemiteknik | sv |
| dc.contributor.department | Chalmers University of Technology / Department of Chemistry and Chemical Engineering | en |
| dc.date.accessioned | 2019-07-03T14:39:45Z | |
| dc.date.available | 2019-07-03T14:39:45Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | In the chemistry curriculum in the Swedish upper secondary school it is explicitly stated that the chemistry classes are to provide the students with the opportunity to develop their ability to: “…plan, execute, interpret and present the result of experiments and observations.” This study aims to shine light on the students’ perspective on their chemistry laboratory classes and answer the questions: • How do students approach their chemistry laboratory classes? • How do the students reflect upon their own approaches and strategies? • What role can pictorial instructions play for students in chemistry laboratory classes? The data used in the study was collected through semi structured focus group discussions. To facilitate and enhance the discussion on the students’ approaches to the laboratory work, the students were prompted to slightly change their approaches during one of their laboratory classes. This was achieved by letting the students use pictorial instructions in place of the instructions they were used to. To further enhance the discussions stimuli in the form of video clips from the students’ laboratory work were used. The focus group discussions revealed that the students adapt their strategies during the laboratory class to what they think will benefit their grades. There are instances where they find that learning and grades are at odds and in these instances the grades are prioritized. The students also expressed that even though they knew that they were being assessed during the laboratory classes, how and on what they were being assessed was unclear to them. Further studies into how and what teachers assess during the laboratory classes and how this is communicated to the students is therefore of interest. The influence of the pictorial instructions was small but included less worrying do to easier ways to relocate information and more collaboration by providing a tool to use when posting questions. | |
| dc.identifier.coursecode | CIUX06 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12380/253379 | |
| dc.language.iso | eng | |
| dc.setspec.uppsok | PhysicsChemistryMaths | |
| dc.subject | Lärande | |
| dc.subject | Pedagogiskt arbete | |
| dc.subject | Kommunikationsvetenskap | |
| dc.subject | Learning | |
| dc.subject | Pedagogical Work | |
| dc.subject | Communication Studies | |
| dc.title | A Students’ Perspective on Chemistry Laboratory Classes | |
| dc.type.degree | Examensarbete för masterexamen | sv |
| dc.type.degree | Master Thesis | en |
| dc.type.uppsok | H | |
| local.programme | Learning and leadership (MPLOL), MSc |
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