A review of the research on laboratory learning demonstrates the need to understand student perspectives in order to improve laboratory teaching and learning. Novak's Theory of Meaningful Learning states that the cognitive, affective, and psychomotor domains must be integrated for meaningful learning to occur. The psychomotor domain is inherent in the chemistry laboratory but the same is not true for the cognitive and affective domains. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the �doing� of their laboratory work. The Meaningful Learning in the Laboratory Inventory (MLILI) was designed to measure students' cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. The MLILI was pilot tested with general and organic students at both a large midwestern research university and a midwestern liberal arts university. Revisions to items on the MLILI were made based on analysis of the pilot data. The paper and pencil version was modified to be administered online using Qualtrics survey software. The beta version of MLILI was administered online to students at the beginning of the fall semester, the end of the fall semester, and the end of the spring semester. Results from this round of pre-, post-, and post-post data collection will be presented.

Students' cognitive and affective experiences in the undergraduate chemistry laboratory as measured by the Meaningful Learning in the Laboratory Inventory

248th National Meeting (2014)

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