Optimal learning moments in an undergraduate chemistry lab

Abstract

ABSTRACT Background Optimal learning moments (OLMs) are defined as when students feel higher skill, challenge, and interest at the same time. These moments do not occur all the time, but students perform at their best when they occur. Purpose In this study OLMs in a chemistry laboratory course throughout a semester were examined. Students’ expectations and experiences from the chemistry laboratory were also investigated, and their correlation with OLM was examined. Sample The sample of this study consists of 41 students studying Science Education. Design and methods Data were obtained with the Experience Sampling Method. To determine participants’ OLM, a form was used during experiments. Participants’ expectancies were gathered before each experiment, and experiences after each experiment. The data was gathered throughout the semester. At the end of the semester, semi-structured interviews with volunteer students were accomplished. Results According to the study’s findings, students reported OLMs only 2.5% of the time. The most important barrier for students to have OLM was the lower challenge scores. A weak positive correlation was found between experiences in the laboratory and OLM. In terms of the researched experiences ‘to get a good score’, ‘to prepare for the career I want to pursue’, and ‘to make connections between lab and the theory’ were correlated with OLM scores. Conclusion For students to have more OLM the balance between challenge, skills, and interest should be well-designed. More challenging laboratory designs can cause students to have more OLMs, however, the skills of the students should be kept in mind. Mostly cognitive experiences were correlated with OLM. That is when students reported OLM more they also reported that they cognitively experienced more.