An information processing model of learning: Its application to an undergraduate laboratory course in chemistry

Abstract

ABSTRACT This paper reports an evaluation of the effectiveness of changes made to a first year laboratory course in inorganic chemistry at a Scottish university. All the changes were consistent with four hypotheses about the design of effective laboratory experiences. The hypotheses were developed from an analysis of an information processing model of learning. The changes to the laboratory programme were made and evaluated over a period of three years and they included improvements to the written instructions and the laboratory organisation and the introduction of prelab work, laboratory techniques training and mini-projects. Evidence from the study supports the conclusion that the changes were effective in imporving students' attitudes about the laboratory course.