Little evidence exists in the literature to demonstrate that meaningful learning takes place in the teaching laboratory. This study investigates first-year general chemistry students’ ideas about effort, ability and success in the undergraduate teaching laboratory, with a focus upon how students respond when they make mistakes. Students were observed in the laboratory and then participated in semi-structured interviews in which they were asked to explain their experiences and decision-making processes in the laboratory. Students were sampled on the basis of results from a 4-item instrument used to characterize students’ mindset as either incremental (growth) or entity (fixed). Preliminary findings regarding students’ perceptions and explanations of their experiences will be reported.<br/>

Students’ responses to making mistakes in the undergraduate chemistry teaching laboratory

2019 Spring National Meeting

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