P519: Undergraduate students’ goals for chemistry laboratory experiments

Author: Brittland K. DeKorver, Purdue University, USA

Co-Author: Marcy Towns, Purdue University, USA

Date: 8/5/14

Time: 2:05 PM2:25 PM

Room: LTT 103

Related Symposium: S13

Although research has shown a link between student achievement and student learning goals (Steinmayr, Bipp, & Spinath, 2011) and students report having a more positive experience when course-specific goals are provided to them (Simon &Taylor, 2009), little research exists on college students’ learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students’ learning goals are dependent on the context, or goal structure of the classroom (Murayama & Elliot, 2009), research on students’ goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This study attempts to characterize undergraduate students’ learning goals for their chemistry laboratory coursework by utilizing video of students completing laboratory experiments and interviewing the students about their experiences. The goals identified will then be compared to laboratory learning goals described by the faculty who instruct these courses and educational in an effort to identify potential avenues to improve laboratory learning. Murayama, K., &Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432-447. doi:10.1037/a0014221 Simon, B. B., &Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39(2), 52-57. Steinmayr, R., Bipp, T., &Spinath, B. (2011). Goal orientations predict academic performance beyond intelligence and personality. Learning and Individual Differences, 21(2), 196-200. doi:10.1016/j.lindif.2010.11.026