Pharmacy students’ conception of the theory-practice relation in the analytical chemistry laboratory

In the undergraduate laboratory teaching, one of the most common goals is developing improved conceptual understanding linking theory and practice.

This study presents an analysis of pharmacy students' conceptions of the theory–practice relation in the laboratory. Interviews with pharmacy students revealed that students perceive the laboratory experience as either a visual representation of theory, as acting in a multimodal setting supporting theory, or as a complementary perspective in understanding theory.

We discuss how these three different perspectives may affect the students' learning outcomes and suggest how teachers can accommodate the perspectives in their teaching.

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