P763: Measuring affective learning in the undergraduate chemistry laboratory
Development of undergraduate chemistry laboratory curriculum primarily focuses on instructing students on laboratory skills incorporating chemistry content. Seldom does the design of laboratory curriculum take into account students’ affect towards learning in the chemistry laboratory. Novak’s Theory of Meaningful Learning states that the cognitive, affective, and psychomotor domains must be integrated for meaningful learning to occur. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the “doing” of their laboratory work. While the psychomotor domain is obviously integral to the teaching laboratory, the extent to which cognitive and affective processing are present is less certain. The Meaningful Learning in the Laboratory Inventory (MLILI) was designed to measure students’ cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. MLILI was administered online to students at a Midwestern liberal arts university at the beginning of the fall semester, the end of the fall semester, and the end of the spring semester. Preliminary results on the affective domain in the chemistry laboratory, and its relationship to the cognitive domain, will be presented.