Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study
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Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory : a phenomenographic study. / Finne, Laura Teinholt; Gammelgaard, Bente; Christiansen, Frederik Voetmann.
I: Chemistry Education Research and Practice, Bind 24, Nr. 2, 2023, s. 428–436.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory
T2 - a phenomenographic study
AU - Finne, Laura Teinholt
AU - Gammelgaard, Bente
AU - Christiansen, Frederik Voetmann
PY - 2023
Y1 - 2023
N2 - In the undergraduate student laboratory teaching, one of the most common goals is developing improved conceptual understanding linking theory and practice. This study presents a phenomenographic analysis of pharmacy students' conceptions of the theory-practice relation in the laboratory. Through semi-structured interviews with pharmacy students about laboratory teaching and learning, we find that the students conceive the laboratory experience of the theory-practice relation in three qualitatively different ways. They perceive the laboratory experience as either (i) a visual representation of the theory, (ii) acting in a multimodal setting supporting theory, or (iii) as a complementary perspective in understanding theory. Furthermore, the conceptions were context-dependent and changed over time. We discuss how these three different perspectives may affect the students' learning outcomes and suggest how teachers can accommodate the perspectives in their teaching.
AB - In the undergraduate student laboratory teaching, one of the most common goals is developing improved conceptual understanding linking theory and practice. This study presents a phenomenographic analysis of pharmacy students' conceptions of the theory-practice relation in the laboratory. Through semi-structured interviews with pharmacy students about laboratory teaching and learning, we find that the students conceive the laboratory experience of the theory-practice relation in three qualitatively different ways. They perceive the laboratory experience as either (i) a visual representation of the theory, (ii) acting in a multimodal setting supporting theory, or (iii) as a complementary perspective in understanding theory. Furthermore, the conceptions were context-dependent and changed over time. We discuss how these three different perspectives may affect the students' learning outcomes and suggest how teachers can accommodate the perspectives in their teaching.
KW - EPISTEMOLOGICAL DEVELOPMENT
KW - SCIENCE-EDUCATION
KW - GOALS
KW - PERCEPTIONS
KW - ENVIRONMENT
KW - STATE
U2 - 10.1039/d2rp00092j
DO - 10.1039/d2rp00092j
M3 - Journal article
VL - 24
SP - 428
EP - 436
JO - Chemistry Education Research and Practice
JF - Chemistry Education Research and Practice
SN - 1109-4028
IS - 2
ER -
ID: 327684323