Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

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

Harvard

Finne, LT, Gammelgaard, B & Christiansen, FV 2023, 'Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study', Chemistry Education Research and Practice, bind 24, nr. 2, s. 428–436. https://doi.org/10.1039/d2rp00092j

APA

Finne, L. T., Gammelgaard, B., & Christiansen, F. V. (2023). Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study. Chemistry Education Research and Practice, 24(2), 428–436. https://doi.org/10.1039/d2rp00092j

Vancouver

Finne LT, Gammelgaard B, Christiansen FV. Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study. Chemistry Education Research and Practice. 2023;24(2):428–436. https://doi.org/10.1039/d2rp00092j

Author

Finne, Laura Teinholt ; Gammelgaard, Bente ; Christiansen, Frederik Voetmann. / Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory : a phenomenographic study. I: Chemistry Education Research and Practice. 2023 ; Bind 24, Nr. 2. s. 428–436.

Bibtex

@article{5f9689297ef348df8f469c315db98ef5,
title = "Pharmacy students' conceptions of theory-practice relation in the analytical chemistry laboratory: a phenomenographic study",
abstract = "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.",
keywords = "EPISTEMOLOGICAL DEVELOPMENT, SCIENCE-EDUCATION, GOALS, PERCEPTIONS, ENVIRONMENT, STATE",
author = "Finne, {Laura Teinholt} and Bente Gammelgaard and Christiansen, {Frederik Voetmann}",
year = "2023",
doi = "10.1039/d2rp00092j",
language = "English",
volume = "24",
pages = "428–436",
journal = "Chemistry Education Research and Practice",
issn = "1109-4028",
publisher = "Ioannina University School of Medicine",
number = "2",

}

RIS

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