Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature

Abstract

Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic review were to characterise learning in the laboratory and substantiate learning outcomes associated with laboratory instructions in university chemistry. Analysis of 355 empirical studies revealed that students develop five clusters of laboratory-related competences pertaining to experimental competences, disciplinary learning, higher-order thinking and epistemic learning, transversal competences as well as affective domain. These competences were specified into related constructs measured in the studies. Synthesis of published studies led to a substantiated view on multidimensional learning in the laboratory and its implications for research, practice and theory are suggested. Representations of research areas that deserve appraisals and further investigations are also proposed. The video abstract for this article is available at https://video.ku.dk/secret/76185334/73665cb966315601404b793ffc234a77. Context and implications Rationale for this study To provide comprehensive evidence for learning outcomes associated with laboratory work. Why the new findings matter Our research synthesis substantiates a multidimensional view of laboratory learning. There is a large scope for empirical and theoretical development in this complex setting. Implications for researchers and practitioners Future research should be directed towards a more comprehensive and rigorous inquiry into student learning that considers a more holistic view. Focus on higher-order competences is needed. Practice wise, laboratory curricula should better accommodate students' learning progression throughout their higher education. Assessment and feedback practices should be revisited.