A Framework for Learning in the Chemistry Laboratory

Designing laboratory activities is a real challenge for those working in higher education. There is often an acknowledged frustration with the status quo, but a lack of clear guidance on what strategies might be useful in considering a redesign. This article aims to address the question: what considerations should be taken into account when designing a laboratory activity? To address it, we first describe an overarching framework for laboratory learning, describing it as a complex learning environment. The reason for this is that two clear overarching guidelines emerge - the first is that the laboratory curriculum should be structured so that each new challenge for student is adequately supported by their prior learning so that they can draw on their knowledge to address the new learning situation, and the second is that guidelines for the kinds of preparation for laboratory learning emerge. Based on this framework, we advocate four core principles for laboratory learning that should be considered when designing a laboratory activity regarding the overall purpose, the role of preparation, the teaching of technique, and the consideration of affective dimensions of learning. We illustrate this framework in practice with examples from our own practice, with suggestions on using the literature on laboratory education as a source for curriculum reform within an institution.