Resumo

SEVIAN, Hannah  e  FULMER, Gavin W.. Student Outcomes from Innovations in Undergraduate Chemistry Laboratory Learning: A Review of Projects Funded by the U.S. National Science Foundation between 2000-2008. Educ. quím [online]. 2012, vol.23, suppl.1, pp.149-161. ISSN 0187-893X.

Much of the research on implementation of novel curriculum, instruction, and assessment in undergraduate science laboratory courses in the U.S. has been funded by public funding agencies. A review and analysis was conducted of awards made between 2000 and 2008 from the National Science Foundation that have focused on laboratory learning in undergraduate chemistry. The study is concerned with characterizing the types of interventions that occurred, and what was studied and learned related to student learning and associated outcomes. For projects that concluded by August, 2011, an overview is presented of the current 'state of the art' of the empirical knowledge base, in the interest of suggesting gaps and opportunities for further study. The findings are also contrasted with a recent summary of the state of chemical education research, largely focused at undergraduate level teaching and learning, that was presented in a review paper commissioned by the National Academies of Science as part of a consensus study on discipline-based education research.

Palavras-chave : postsecondary chemistry; chemistry laboratory learning; student learning outcomes; research funding.