What does students’ recognition of procedural mistakes in the chemistry laboratory tell us?

References

• Alkan, F., & Erdem, E. (2013). The effect of self-directed learning on the success, readiness, attitudes towards laboratory skills and anxiety in laboratory. Hacettepe University Journal of Education, 44, 15–26. http://www.efdergi.hacettepe.edu.tr/shw_artcl-245.html
   Google Scholar
• Alkan, F., & Koçak, C. (2015). Chemistry laboratory applications supported with simulation. Procedia-Social and Behavioral Sciences, 176, 970–976. https://doi.org/10.1016/j.sbspro.2015.01.566
   Google Scholar
• Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune&Stratton.
   Google Scholar
• Azizoğlu, N., & Uzuntiryaki, E. (2006). Chemistry laboratory anxiety scale. Hacettepe University Journal of Education, 30, 55–62. (in Turkish). http://www.efdergi.hacettepe.edu.tr/shw_artcl-725.html
   Google Scholar
• Baseya, J. M., & Francis, C. D. (2011). Design of inquiry-oriented science labs: Impacts on students’ attitudes. Research in Science & Technological Education, 29(3), 241–255. https://doi.org/10.1080/02635143.2011.589379
   Web of Science ®Google Scholar
• Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from open-ended experiment? A Comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351–372. https://doi.org/10.1080/09500690210145738
   Web of Science ®Google Scholar
• Bloom, B. S. (1976). Human characteristics and school learning. McGraw–Hill.
   Google Scholar
• Bowen, C. W. (1999). Development and score validation of a chemistry laboratory anxiety instrument (CLAI) for college chemistry students. Educational and Psychological Measurement, 59(1), 171–185. https://doi.org/10.1177/0013164499591012
   Web of Science ®Google Scholar
• Brandriet, A. R., Ward, R. M., & Bretz, S. L. (2013). Modeling meaningful learning in chemistry using structural equation modeling. Chemistry Education Research and Practice, 14(4), 421–430. https://doi.org/10.1039/C3RP00043E
   Web of Science ®Google Scholar
• Damo, K. L., Garcia, R. T., & Prudente, M. S. (2020). Overcoming laboratory anxiety through technology-integrated laboratory activities. In Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 98–102.Association for Computing Machinery New York NY United States.
   Google Scholar
• Ding, N., & Harskamp, E. G. (2011). Collaboration and peer tutoring in chemistry laboratory education. International Journal of Science Education, 33(6), 839–863. https://doi.org/10.1080/09500693.2010.498842
   Web of Science ®Google Scholar
• Domin, D. S. (2007). Students’ perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice, 8(2), 140–152. https://doi.org/10.1039/B6RP90027E
   Web of Science ®Google Scholar
• Donnelly, D., O’Reilly, J., & McGarr, O. (2013). Enhancing the student experiment experience: Visible scientific inquiry through a virtual chemistry laboratory. Research in Science Education, 43(4), 1571–1592. https://doi.org/10.1007/s11165-012-9322-1
   Web of Science ®Google Scholar
• Elliott, M. J., Stewart, K. K., & Lagowski, J. J. (2008). The role of the laboratory in chemistry instruction. Journal of Chemical Education, 85(1), 145. https://doi.org/10.1021/ed085p145
   Web of Science ®Google Scholar
• Farley, E. R., Fringer, V., & Wainman, J. W. (2021). Simple approach to incorporating experimental design into a general chemistry lab. Journal of Chemical Education, 98(2), 350–356. https://doi.org/10.1021/acs.jchemed.0c00921
   Web of Science ®Google Scholar
• Feyzioğlu, B. (2009). An investigation of the relationship between science process skills with efficient laboratory use and science achievement in chemistry education. Journal of Turkish Science Education, 6(3), 114–132. https://www.tused.org/index.php/tused/article/view/132/88
   Google Scholar
• Galloway, K. R., & Bretz, S. L. (2015a). Development of an assessment tool to measure students’ meaningful learning in the undergraduate chemistry laboratory. Journal of Chemistry Education, 92(7), 1149–1158. https://doi.org/10.1021/ed500881y
   Web of Science ®Google Scholar
• Galloway, K. R., & Bretz, S. L. (2015b). Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course. Chemistry Education Research and Practice, 16(4), 879–892. https://doi.org/10.1039/C5RP00077G
   Web of Science ®Google Scholar
• Garratt, J. (1997). Virtual investigations: Ways to accelerate experience. University Chemistry Education, 1, 19–27. https://www.rsc.org/images/article5_tcm18-30294.pdf
   Google Scholar
• Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655–675. https://doi.org/10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E
   Web of Science ®Google Scholar
• Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. Chemistry Education Research and Practice, 5(3), 247–264. https://doi.org/10.1039/B4RP90027H
   Google Scholar
• Hofstein, A., Kipnis, M., & Abrahams, I. (2013). How to learn in and from the chemistry laboratory (in Teaching and chemistry- a study book). Brill Sense.
   Google Scholar
• Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106
   Web of Science ®Google Scholar
• Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of the art. Chemistry Education Research and Practice, 8(2), 105–107. https://doi.org/10.1039/B7RP90003A
   Web of Science ®Google Scholar
• Immordino‐Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
   Web of Science ®Google Scholar
• Johnson, R. B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications Inc.
   Google Scholar
• Johnstone, A. H., Sleet, R. J., & Vianna, J. F. (1994). An information processing model of learning: Its application to an undergraduate laboratory course in chemistry. Studies in Higher Education, 19(1), 77–87. https://doi.org/10.1080/03075079412331382163
   Web of Science ®Google Scholar
• Kelly, O. C., & Finlayson, O. E. (2007). Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory. Chemistry Education Research and Practice, 8(3), 347–361. https://doi.org/10.1039/B7RP90009K
   Web of Science ®Google Scholar
• Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning, and teaching in the school science laboratory: An analysis of research, theory, and practice. Abell, S.K. & Lederman, N.G (Ed.), in Handbook of Research on Science Education, 393–441, NJ; USA: Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203824696
   Google Scholar
• McCarthy, W. C., & Widanski, B. B. (2009). Assessment of chemistry anxiety in a two-year college. Journal of Chemical Education, 86(12), 1447–1449. https://doi.org/10.1021/ed086p1447
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd. ed.). Sage Publications Inc.
   Google Scholar
• Millar, R. (2004). The role of practical work in the teaching and learning of science. Commissioned paper-committee on high school science laboratories: Role and vision. National Academy of Sciences, 308.
   Google Scholar
• Nakhleh, M. B., Polles, J., & Malina, E. (2002). Learning chemistry in a laboratory environment. In Chemical education: Towards research-based practice (pp. 69–94). Springer.
   Google Scholar
• Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Routledge.
   Google Scholar
• Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172–185. https://doi.org/10.1039/B5RP90026C
   Web of Science ®Google Scholar
• Sakar, D., & Sağır, Ş. U. (2018). The level of metacognition learning strategies, anxiety toward chemistry laboratory and chemistry motivation of science education students related to the different variables. Karaelmas Journal of Educational Sciences, 6 (1), 62–74. (in Turkish). https://dergipark.org.tr/en/pub/kebd
   Google Scholar
• Santos-Diaz, S., Hensiek, S., Owings, T., & Towns, M. H. (2019). Survey of undergraduate students’ goals and achievement strategies for laboratory coursework. Journal of Chemical Education, 96(5), 850–856. https://doi.org/10.1021/acs.jchemed.8b00984
   Web of Science ®Google Scholar
• Sesen, B. A., & Mutlu, A. (2014). An action research to overcome undergraduates’ laboratory anxiety. Procedia-Social and Behavioral Sciences, 152, 546–550. https://doi.org/10.1016/j.sbspro.2014.09.241
   Google Scholar
• Smith, K. C., & Alonso, V. (2020). Measuring student engagement in the undergraduate general chemistry laboratory. Chemistry Education Research and Practice, 21(1), 399–411. https://doi.org/10.1039/C8RP00167G
   Web of Science ®Google Scholar
• Spagnoli, D., Wong, L., Maisey, S., & Clemons, T. D. (2017). Prepare, do, review: A model used to reduce the negative feelings towards laboratory classes in an introductory chemistry undergraduate unit. Chemistry Education Research and Practice, 18(1), 26–44. https://doi.org/10.1039/C6RP00157B
   Web of Science ®Google Scholar
• Thompson, J., & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and practical work on 10th graders’ attitudes to chemistry and understanding of electrolysis. Research in Science & Technological Education, 20(1), 25–37. https://doi.org/10.1080/02635140220130902
   Google Scholar
• Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education students’ chemistry laboratory attitudes, anxiety and achievement. Journal of Education and Training Studies, 4(4), 217–227. https://doi.org/10.11114/jets.v4i4.1395
   Google Scholar
• Wei, J., Mocerino, M., Treagust, D. F., Lucey, A. D., Zadnik, M. G., Lindsay, E. D., & Carter, D. J. (2018). Developing an understanding of undergraduate student interactions in chemistry laboratories. Chemistry Education Research and Practice, 19(4), 1186–1198. https://doi.org/10.1039/C8RP00104A
   Web of Science ®Google Scholar
• Wei, J., Treagust, D. F., Mocerino, M., Vishnumolakala, V. R., Zadnik, M. G., Lucey, A. D., & Lindsay, E. D. (2020). Design and validation of an instrument to measure students’ interactions and satisfaction in undergraduate chemistry laboratory courses. Research in Science Education. https://doi.org/10.1007/s11165-020-09933-x
   Google Scholar