Most research on laboratory learning in chemistry indicates that traditional “cookbook” laboratories are ineffective. That is students typically do not learn content or concepts, nor do they learn the kinds of scientific practices that are a hallmark of evidence-based approaches to learning. At Michigan State University, with the aid of funding from HHMI, we are embarking on the transformation of a large-scale laboratory program from a traditional “cookbook” series of activities, to a project based laboratory program. Not only has the structure of the experiments changed, there is an increased emphasis on engaging students in the <i>NRC Frameworks’ Scientific and Engineering Practices.</i> Data on students’ attitudes toward chemistry, motivation and metacognition in chemistry were collected from both the traditional and reformed curricula at the beginning and end of each semester. Interviews were also conducted with TAs and students asking them to reflect on different aspects of the reformed curriculum and what it means to “do science” and to “be a scientist.” Additionally, authentic artifacts from students engaging in the scientific practices have been collected. Highlights of findings from the multiple data sources will be presented.

Transformation of a large enrollment general chemistry laboratory sequence

251st National Meeting (2016)

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