How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Learning to investigate the affective, cognitive and psychomotor domains of the student learning experience. To date, this survey has been used to great effect to measure how students’ perception of their own feelings and actions will change over the course of a semester. This study reports the use of a modified MLLI survey to probe how the expectations of students change over their undergraduate degree. To increase the generalisability of the outcomes of the study data was gathered from four universities from Australia (Monash University, the University of New South Wales and the University of Sydney) and the UK (the University of Warwick). Students were found to start their university careers with very positive expectations of their teaching laboratory experiences. Their outlook became somewhat more negative each year that they were enrolled in the program. A further modified MLLI survey was presented to teaching associates and academic staff. Teaching staff were shown to have far more negative expectations of the students’ feelings and actions, with academic staff more likely to believe that students do not undertake many items of positive meaningful learning. Overall, this study highlights the large gap between the expectations of teaching staff and students which, if left unaddressed, will likely continue to cause great frustration for both teaching staff and students.

中文翻译：

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通过有意义的学习，调查学生和教职员工对学生在教学实验室中的体验的看法

学生在教学实验室中的行为和学习方式是化学教育中非常感兴趣的主题，部分原因是为了证明教学实验室的巨大费用是合理的。在研究学生如何在这些独特的学习环境中思考，感觉和身体行为方面，已经投入了大量的精力。通过生成和利用实验室仪器中的有意义学习（MLLI）进行了这样的尝试。这30个问题的调查利用了Novak的有意义学习理论来调查学生学习经历的情感，认知和心理运动领域。迄今为止，这项调查已被用来衡量学生在一个学期中对自己的感觉和行为的看法会有很大的变化。本研究报告使用修改后的MLLI调查来探讨学生的期望在其本科学历方面如何变化。为了提高研究结果的通用性，从澳大利亚的四所大学（莫纳什大学，新南威尔士大学和悉尼大学）和英国的四所大学（沃里克大学）收集了数据。人们发现学生对他们的教学实验室经验抱有非常积极的期望，开始了他们的大学生涯。每年加入该计划的前景都变得更加消极。进一步修改后的MLLI调查已提交给教学助理和学术人员。事实证明，教职员工对学生的感受和行为抱有更大的消极期望，与学术人员相比，他们更有可能相信学生不会进行许多积极有意义的学习项目。总体而言，本研究突出了教师和学生的期望之间的巨大差距，如果不加以解决，将很可能继续给教师和学生带来极大的挫败感。