The introductory chemistry laboratory has been promoted as a space that is conducive to meaningful learning because of its longer duration, low student-instructor ratio, and practical nature. The traditional laboratory, it has been argued, does not take full advantage of the opportunities afforded by such a setting, and active learning approaches may be more well-suited to maximizing the available potential. The Science Writing Heuristic (SWH) approach to laboratory instruction is an active learning strategy that combines writing, inquiry, reflection and collaboration. The SWH was implemented in two of our 10 introductory laboratory sections.<br/> This paper examines students’ reports of their experiences in an SWH laboratory section compared with their traditional laboratory experiences. Individual and focus group interviews, as well as a Chemistry Laboratory Experiences Evaluation (CLEE) questionnaire provided the data which were analysed qualitatively using a general inductive approach.  Analysis yielded five themes which provide useful insights into students’ views of their first-year experiences. Students reported that the SWH experience led to better conceptual understandings and more improved critical thinking skills, increased autonomy and ownership of their own learning, increased appreciation of the real-world context, and being better prepared for advanced studies, over the traditional experience. <br/>

My voice actually counts…: Students’ experiences in the introductory chemistry laboratory

254th National Meeting (2017)

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