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Understanding How Students Navigate an Upper-Year Science Laboratory Course in a Post-Pandemic Era

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Title: Understanding How Students Navigate an Upper-Year Science Laboratory Course in a Post-Pandemic Era
Language: English
Authors: Nausheen W. Sadiq, Tabussom Qureshi
Source: Papers on Postsecondary Learning and Teaching. 2024 7:44-51.
Availability: Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Speeches/Meeting Papers
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Science Education, Science Laboratories, Undergraduate Students, College Science, Experiential Learning, Laboratory Experiments, Science Experiments, COVID-19, Pandemics, Educational Technology, Hands on Science, Chemistry, Student Attitudes
ISSN: 2560-6050
Abstract: The scope of this preliminary study revolves around investigating the effectiveness of experiential learning in upper-year science laboratory courses in a post-pandemic era. In this study we have explored two key questions: 1. Can experiential learning facilitate independent inquiry in an upper-year undergraduate laboratory in a post-pandemic era? 2. Do incoming students feel prepared to carry out an in-person, hands-on, upper-year undergraduate laboratory experiments in a post-pandemic era? By exploring these questions through student reflections and perceptions in an advanced analytical chemistry inquiry-based laboratory course, we hope to acknowledge the impact the pandemic has had on first- and second-year foundational labs, and on the preparation of students for upper-year undergraduate labs. The shift towards virtual learning during the COVID-19 pandemic may have heavily impacted the development of core wet laboratory skills and thus made it challenging for students to build their confidence and skillset and attain success when challenged at a higher level. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431591
Database: ERIC
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  Data: Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
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  Data: The scope of this preliminary study revolves around investigating the effectiveness of experiential learning in upper-year science laboratory courses in a post-pandemic era. In this study we have explored two key questions: 1. Can experiential learning facilitate independent inquiry in an upper-year undergraduate laboratory in a post-pandemic era? 2. Do incoming students feel prepared to carry out an in-person, hands-on, upper-year undergraduate laboratory experiments in a post-pandemic era? By exploring these questions through student reflections and perceptions in an advanced analytical chemistry inquiry-based laboratory course, we hope to acknowledge the impact the pandemic has had on first- and second-year foundational labs, and on the preparation of students for upper-year undergraduate labs. The shift towards virtual learning during the COVID-19 pandemic may have heavily impacted the development of core wet laboratory skills and thus made it challenging for students to build their confidence and skillset and attain success when challenged at a higher level. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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      – SubjectFull: Hands on Science
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      – SubjectFull: Chemistry
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      – SubjectFull: Student Attitudes
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      – TitleFull: Understanding How Students Navigate an Upper-Year Science Laboratory Course in a Post-Pandemic Era
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