A student’s perspective on practicals

Chemistry undoubtedly remains a practical subject, but the true value of experimental work in terms of student learning is open to question. The lack of evidence regarding the merits of the undergraduate teaching laboratory have prompted some to question whether or not practical work is worth the time, effort and resources it consumes.

In what is the latest in a series of papers outlining research into meaningful learning in the lab, Kelli Galloway and Stacey Lowery Bretz describe a qualitative study intended to characterise learning in a practical context.

David Read summarises and reviews the study.