What drives students' experiences in the chemistry lab? Is it the thrill of discovery, the push for independence, or simply getting the lab done quickly? Previous research1 built from rich qualitative insights completed within the United States defined eight distinct “lab perspectives,” including the Explorer, Independent Researcher, Mastery Seeker, Socialite, Skill Developer, Detail-Oriented, Time Saver, and Apathetic views. This study aimed to validate a newly developed survey designed to explore the diverse ways students perceive and engage with laboratory learning.
A mixed-methods study was conducted. The new survey1 was distributed at Curtin University to examine its clarity, reliability, and alignment with student experiences in an Australian context. This study also explored whether students’ lab perspectives evolve as they move through different stages of the chemistry curriculum (i.e. year level), and whether other demographics (age, gender, major) or inquiry level in the laboratory influence students’ lab perspectives. Semi-structured interviews were also conducted to provide rich qualitative data and student voice. This presentation will discuss some of the key findings of the study, which is a key step toward understanding how laboratory learning supports (or hinders) the development of independent scientific thinkers.