Examining student engagement in the organic chemistry laboratory

Abstract

This exploratory case study investigates the multifaceted dynamics of student interactions within an undergraduate organic chemistry laboratory. As efforts to improve curriculum design in this area continue, understanding how students engage with one another during lab activities is crucial. This study aims to offer insights into the intricate dynamics of student interactions within the laboratory environment. Observations were conducted in two laboratory sections, each during four distinct experiments. The content, depth, and extent of students’ interactions during lab activity were analyzed using content and interaction analysis. The analysis of student interactions during the experiments sought to generate insights into the relationship between different forms of engagement: behavioral, cognitive, social, and affective. Our findings reveal several factors that influence student engagement, including the nature and complexity of tasks and group composition and dynamics. Our results provide insight into how different types of engagement interact and affect the overall learning experience. While this study does not attempt to draw definitive conclusions, it provides a foundational understanding of the complex student engagement process within the laboratory setting. These insights can inform future investigations and support the development of more effective strategies to foster meaningful student interactions in organic chemistry labs.