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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Unpacking Engineering Practices for Curricular Assessment: Aligning Lab Practices and Assessment Items Using the

Hunter McFall-Boegeman¹, Steven J Petritis², Jacob Starkie²

¹School of Natural Sciences, Northwest Missouri State University, Maryville, Missouri 64468, United States.

Journal of Chemical Education

|August 18, 2025

Summary

This summary is machine-generated.

This study introduces a new assessment protocol to identify engineering practices in laboratory learning. It compares traditional "cookbook" labs with project-based approaches to enhance science education.

Keywords:

Laboratory Instruction Learning Theories Organic Chemistry Problem Solving/Decision Making Science and Engineering Practices Second-Year Undergraduate Testing/Assessment

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Area of Science:

Chemistry Education
Engineering Education
Science Education

Background:

Effective laboratory learning requires students to engage meaningfully in the practice of science.
Integrating real-world contexts and decision-making into lab work is crucial for deeper understanding.
Engineering practices can structure the application of scientific knowledge in laboratory settings.

Purpose of the Study:

To extend the three-dimensional learning assessment protocol (3D-LAP) for assessing engineering practices in organic chemistry labs.
To reliably detect three distinct engineering practices: defining problems, evaluating solutions, and designing solutions.
To compare the efficacy of verification-style versus project-based organic laboratory curricula.

Main Methods:

Utilized the three-dimensional learning assessment protocol (3D-LAP).
Focused on identifying specific engineering practices: defining problems, evaluating solutions, and designing solutions.
Compared two second-year organic laboratory curricula: one verification-style and one project-based.

Main Results:

The 3D-LAP was successfully extended to detect engineering practices in laboratory learning.
The study provided a framework for analyzing student engagement in the practice of science through engineering applications.
Differences in the elicitation of engineering practices between the two curriculum styles were analyzed.

Conclusions:

The developed assessment protocol reliably detects engineering practices within laboratory learning.
Project-based organic chemistry laboratories show potential for fostering greater engagement in engineering practices compared to verification labs.
This work contributes to a more coherent definition of how to elicit students' use of knowledge in science labs.