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    Design and Validation of an Instrument to Measure Students’ Interactions and Satisfaction in Undergraduate Chemistry Laboratory Classes

    80853.pdf (603.4Kb)
    Access Status
    Open access
    Authors
    Wei, Jianye
    Treagust, David
    Mocerino, Mauro
    Vishnumolakala, Venkat
    Zadnik, Marjan
    Lucey, Anthony
    Lindsay, E.D.
    Date
    2020
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Wei, J. and Treagust, D.F. and Mocerino, M. and Vishnumolakala, V.R. and Zadnik, M.G. and Lucey, A.D. and Lindsay, E.D. 2020. Design and Validation of an Instrument to Measure Students’ Interactions and Satisfaction in Undergraduate Chemistry Laboratory Classes. Research in Science Education.
    Source Title
    Research in Science Education
    DOI
    10.1007/s11165-020-09933-x
    ISSN
    0157-244X
    Faculty
    Faculty of Humanities
    Faculty of Science and Engineering
    School
    School of Education
    School of Molecular and Life Sciences (MLS)
    School of Electrical Engineering, Computing and Mathematical Sciences (EECMS)
    School of Civil and Mechanical Engineering
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP140104189
    URI
    http://hdl.handle.net/20.500.11937/80814
    Collection
    • Curtin Research Publications
    Abstract

    © 2020, Springer Nature B.V. This paper describes the development, final design and validation of an instrument that measures a range of student interactions and satisfaction in undergraduate chemistry laboratories. Student surveys or conceptual and attitudinal instruments are widely used techniques for collecting relevant information on student learning. However, there is a lack of specific instruments for collecting data on the relationships between social factors and learning. Consequently, this study attempted to fill this gap by introducing an instrument—the Interactions in Undergraduate Laboratory Classes (IULC). The design of the IULC instrument is based on the theory of distributed cognition, meaning that knowledge is not rooted in an individual’s mind, but develops in the process of interacting with the environment. The instrument covers three aspects: (i) frequency of interactions, (ii) satisfaction and (iii) importance of interactions for the specific laboratory. Undergraduate students (N = 204) enrolled in a first-year chemistry course participated in a test case for the instrument and the corresponding data were analysed using different methods for each of the three parts. The factor structure of the data obtained from the first part of the instrument and internal consistency measures are discussed. Among findings captured by the instrument, student-teacher (instructors in the university context) interactions correlated positively with students’ satisfaction levels. Implications and suggestions for the use of the instrument are discussed.

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