Improving learning outcomes from the undergraduate chemistry laboratory

Abstract

The paper describes how to improve and evaluate learning outcomes in writing and critical thinking in the laboratory courses in the Bachelor program in Chemistry at the University of Bergen. The suggested changes are based on research that show that these learning outcomes are improved when the students are involved in self-assessment, where they perform peer-review and are encouraged to reflect on their own learning experience. This process needs to be accompanied with systematic and frequent feedback. It is also crucial to establish formal collegial groups where one can maintain systematic discussion regarding teaching in the laboratory courses. Suggested changes, and how they can be evaluated, are described in detail for two of the five mandatory laboratory courses in the program.