New review published
The systematic review of learning outcomes associated with university chemistry teaching laboratories has finally been published for open access in Review of Education, 10(2). Stemming from Work Package 2 of the IQ-lab project, this extended work is aimed to provide comprehensive evidence of student learning outcomes in the laboratory. Analysis and synthesis of 355 empirical studies substantiate a multidimensional view of learning. Five clusters of learning outcomes have been identified: experimental competencies, disciplinary learning, higher-order thinking skills, epistemic learning, transversal competencies, and outcomes related to the affective domain. Several implications for research, practice, and theory development have been proposed.
Here is the link to the review.