Using lessons from a comparative study of chemistry & bioscience pre-lab activities to design effective pre-lab interventions: a case study

Rayment, SJ ORCID: https://orcid.org/0000-0002-5293-5815, Evans, J, Moss, K ORCID: https://orcid.org/0000-0003-1863-3415, Coffey, M, Kirk, SH and Sivasubramaniam, SD, 2022. Using lessons from a comparative study of chemistry & bioscience pre-lab activities to design effective pre-lab interventions: a case study. Journal of Biological Education. ISSN 0021-9266

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Abstract

Laboratory classes form an important aspect of bioscience education. However, this environment is challenging for students due to cognitive load and lack of confidence. Familiarising students with aspects of their laboratory classes prior to the session can improve this. This study compares the pre-laboratory scaffolding that bioscience and chemistry students experience across UK HE institutions. Typically, bioscience modules used fewer types of activities than chemistry although reading the protocol was the most common activity for both disciplines. Within bioscience, pre-laboratory activities differed by level: first year undergraduates were more likely to be asked to read the protocol, watch videos or do calculation practice in their modules whereas final year undergraduates were more likely to experience experimental design or contextualised activities. Alongside this, this paper discusses an institutional case study of the development and evaluation of technical laboratory videos as pre-laboratory scaffolding for first year students. These were found to benefit both student focus and enhance confidence: implying that using the videos impacted on cognitive load and hence learning. Exploring barriers to the uptake of these resources identified a lack of awareness of them as a major factor, suggesting that greater integration of such resources would enhance engagement and impact.

Item Type:	Journal article
Publication Title:	Journal of Biological Education
Creators:	Rayment, S.J., Evans, J., Moss, K., Coffey, M., Kirk, S.H. and Sivasubramaniam, S.D.
Publisher:	Taylor & Francis
Date:	4 January 2022
ISSN:	0021-9266
Identifiers:	Number Type 10.1080/00219266.2021.2011771 DOI 1511690 Other
Divisions:	Schools > School of Science and Technology
Record created by:	Linda Sullivan
Date Added:	27 Jan 2022 12:35
Last Modified:	01 Mar 2022 16:53
URI:	https://irep.ntu.ac.uk/id/eprint/45423

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