What denotes progression in laboratory learning? Analysing apharmaceutical bachelor programme
This paper explores the learning progression within laboratory education.
Based on interviews with students and teachers in the 3rd year of a pharmaceutical program, it aims to characterize the learning progression across cognitive, social, and affective learning domains and on a structural programme level.
The study shows that instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects and highlights independence as a crucial element.
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