Many examples exist in the chemical education literature of individual experiments, whole courses or even entire year levels that have been completely renewed under the tenets of context-based, inquiry-based or problem-based learning. The benefits of these changes are well documented and include higher student engagement, broader skill development and better perceived preparation for the workforce. However, no examples appear to have been reported in which an entire school's teaching laboratory programme has been significantly redesigned with these concepts in mind. Transforming Laboratory Learning (TLL) is a programme at Monash University that sought to incorporate industry inspired context-based, inquiry-based and problem-based learning into all the laboratory components of the School of Chemistry. One of the ways in which the effect of the programme was evaluated was through the use of an exit survey delivered to students at the completion of seven experiments that existed before the TLL programme as well as seven that were generated directly by the TLL programme. The survey consisted of 27 closed questions alongside three open questions. Overall, students found the new experiments more challenging but recognised that they were more contextualised and that they allowed students to make decisions. The students noted the lack of detailed guidance in the new laboratory manuals but raised the challenge, context and opportunity to undertake experimental design as reasons for enjoying the new experiments. Students' perceptions of their skill development shifted to reflect skills associated with experimental design when undertaking the more investigation driven experiments. These results are consistent with other literature and indicate the large scale potential success of the TLL programme, which is potentially developing graduates who are better prepared for the modern workforce.

中文翻译：

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探究和行业启发的实验室：对学生对技能发展和参与的看法的影响

化学教育文献中有许多示例，涉及单个实验，整个课程甚至整个一年的水平，已经根据基于上下文，基于探究或基于问题的学习的原则进行了彻底更新。这些变化的好处得到了充分的证明，其中包括提高学生的参与度，扩大技能发展范围以及为劳动力提供更好的准备。但是，似乎没有任何案例报道过，其中考虑到这些概念而对整个学校的教学实验室计划进行了重大重新设计。转化实验室学习（TLL）是莫纳什大学（Monash University）的一项计划，旨在将受行业启发的基于情境，基于询问和基于问题的学习纳入化学学院的所有实验室组成部分。评估该计划效果的方法之一是通过在完成TLL计划之前存在的七个实验以及由TLL计划直接生成的七个实验完成时向学生进行的退出调查。该调查包括27个封闭问题以及三个开放问题。总体而言，学生发现新实验更具挑战性，但他们认识到它们具有更强的语境性，可以让学生做出决定。学生们注意到新的实验室手册中缺少详细的指导，但是提出了进行实验设计的挑战，背景和机会，这是享受新实验的原因。学生' 在进行更多调查驱动的实验时，他们对技能发展的看法转变为反映与实验设计相关的技能。这些结果与其他文献一致，表明TLL计划在大规模上可能取得成功，这可能在培养正在为现代劳动力做好准备的毕业生。