What defines effective chemistry laboratory instruction?
This study investigates student and teaching assistant (TA) perceptions of effective laboratory instruction within the context of the introductory chemistry laboratory. Questionnaires, interviews, and researcher observations were used to explore students’ and TAs’ perceptions of the qualities important for effective laboratory instruction. This study was conducted in two phases. Phase one of the study employed a questionnaire containing both Likert-type statements and free response questions to assess students’ and TAs’ perceptions of effective laboratory instruction. Based on the results for Phase One, the student and TA questionnaires were modified to include only free response questions. The revised questionnaire was tested in the Phase Two pilot study. In addition to the revised questionnaire, the Phase Two main study employed researcher observations and semi-structured interviews to obtain a richer source of data. Student and TA questionnaire responses and researcher observations
