Considering the hexad of learning domains in the laboratory

This article seeks to provide researchers and practitioners in laboratory education with a multidimensional view of learning, which encompasses not only the cognitive domain but also affective, conative, psychomotor, social, and epistemic domains.  

The paper argues that the social and epistemic domains are often overlooked or dismissed and that integrating these domains into chemistry teaching and learning could be useful.

Firstly, laboratory work is conceptualised as an epistemic practice, in which students generate data, propose knowledge derived from the data, evaluate, and legitimise it. Secondly, the operationalisation of the hexad of learning domains is proposed, in terms of curriculum design, instruction, and assessment.

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