Previous research using the Meaningful Learning in the Laboratory Instrument (MLLI) has shown that students’ cognitive expectations for learning in the laboratory are unmet, and that the students have diverse affective expectations and experiences. This research examines the disconnect between faculty goals for learning in the undergraduate laboratory and student expectations and experiences. The MLLI survey was distributed via Qualtrics Survey Software to faculty who teach general chemistry and/or organic chemistry laboratory courses in ACS-approved undergraduate chemistry programs. Findings from the analyses will be presented.

Faculty expectations for meaningful learning in the undergraduate chemistry laboratory: How do students' experiences compare?

253rd National Meeting (2017)

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