The chemistry laboratory is a unique learning environment. Ideally, participation in laboratory activities can motivate students to learn more about science; allow students opportunities to practice �doing� science; and help students to form links between macroscopic events and the associated particulate level entities and interactions. However, all too often, these goals of the laboratory learning environment are not achieved. In order to assess chemistry instructors' perceptions about learning and teaching in the laboratory classroom, we conducted a series of interviews with instructors who participated in the 2012 Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) workshop. In this presentation, we will discuss the instructors' perceptions of the role of laboratory classes in chemistry learning, their views of the factors that can affect student learning in laboratory classes, and their knowledge of research-based laboratory instructional strategies.

Chemistry instructors' perceptions of the laboratory learning environment

245th National Meeting (2013)

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