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Implementing Diverse Continuous Reflective Strategies in a Multi-Section General Chemistry II Lab

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Title: Implementing Diverse Continuous Reflective Strategies in a Multi-Section General Chemistry II Lab
Language: English
Authors: Karen Ho, Josiah Michael De Los Santos, Yen Luong, Douglas Clark
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2025 16(1).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Chemistry, Science Laboratories, College Science, Science Instruction, Reflection, College Freshmen, Student Attitudes, Scaffolding (Teaching Technique), Inquiry, Active Learning, Scientific Concepts
ISSN: 1918-2902
Abstract: Chemistry labs are often taught using a rote mechanical approach without much explicit scaffolding for academic reflection by the students. Reflection, however, can play an essential role in learning because it is an evidence-based learning process that generates, deepens, critiques, and documents learning. By moving away from traditional teaching approaches and emphasizing reflection, the first-year chemistry lab could support students in developing more diverse skills, a growth mindset, and greater engagement. The current study, which represents phase four of a multi-year project, explores first-year students' attitudes toward reflective learning in a chemistry laboratory setting that focuses explicitly on supporting reflection. Two creative student-directed inquiry-based experiments were redesigned and implemented with diverse reflective strategies in order to support students' sense-making skills and stimulate their understanding of scientific concepts. Data were collected using surveys and students' reflective artifacts. The surveys are analyzed to better understand students' attitudes and perspectives about the reflection exercises, and the artifacts are examined to explore students' understanding of concepts and personal growth. A qualitative content analysis approach was used to analyze data. Findings show that many students welcome the inclusion of reflective exercises in the lab curriculum. Students appreciate the design of scaffolding different reflective exercises, which helped to enhance their learning from basic observation to critical thinking. Furthermore, the artifacts demonstrate positive outcomes in terms of deeper academic learning and personal growth as chemists.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489103
Database: ERIC
FullText Text:
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: Chemistry labs are often taught using a rote mechanical approach without much explicit scaffolding for academic reflection by the students. Reflection, however, can play an essential role in learning because it is an evidence-based learning process that generates, deepens, critiques, and documents learning. By moving away from traditional teaching approaches and emphasizing reflection, the first-year chemistry lab could support students in developing more diverse skills, a growth mindset, and greater engagement. The current study, which represents phase four of a multi-year project, explores first-year students' attitudes toward reflective learning in a chemistry laboratory setting that focuses explicitly on supporting reflection. Two creative student-directed inquiry-based experiments were redesigned and implemented with diverse reflective strategies in order to support students' sense-making skills and stimulate their understanding of scientific concepts. Data were collected using surveys and students' reflective artifacts. The surveys are analyzed to better understand students' attitudes and perspectives about the reflection exercises, and the artifacts are examined to explore students' understanding of concepts and personal growth. A qualitative content analysis approach was used to analyze data. Findings show that many students welcome the inclusion of reflective exercises in the lab curriculum. Students appreciate the design of scaffolding different reflective exercises, which helped to enhance their learning from basic observation to critical thinking. Furthermore, the artifacts demonstrate positive outcomes in terms of deeper academic learning and personal growth as chemists.
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