In contradiction to the often professed centrality of the academic laboratory in chemistry education, research evidence to support its role in learning is relatively scant. Awareness of this gap has driven a recent upswing especially in studies in tertiary level chemistry education. Nonetheless, the field remains atomized in its topics of research and the search for methodologies that succeed in capturing reliable evidence in such complex environments continues. A recent study suggested the suitability of using Langer’s Mindfulness Theory as lens to characterize laboratory environments and to draw deeper understanding of learning through experimentation. In this theory, mindfulness is a heightened state of involvement and wakefulness where the individual is <i>in the present</i>. Mindful individuals are aware of their context, the perspective of their own actions, and the possibilities of diverse perspectives, and they are receptive to new information and to process it. Meanwhile, mindlessness relates to automatic behavior without attending to new signals. Mindless behavior is governed by rules and routines irrespective of current circumstances. Overall, mindful behavior promotes meaningful learning whereas mindless behavior perpetuates rote learning. This study examines qualitative data reported in the literature over the past two decades using Mindfulness Theory as framework. This work draws commonalities and differences among varied laboratory environments studied by independent researchers. By integrating findings, this work focuses on the key features that promote learning in different instantiations instead of honing in on individual approaches or styles. This presentation will discuss theoretical underpinnings, study design, and preliminary findings.

Analysis of diverse and independent laboratory learning environments using Langer’s mindfulness theory

253rd National Meeting (2017)

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