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      LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

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          Abstract

          The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future of laboratory education. For instructors and student support staff, the findings indicate potential areas of deficiency and strength for the COVID-19 student cohort going forward. Finally, a laboratory learning theory and pedagogy are proposed to guide the use of the laboratory in chemical education and potentially in other laboratory-based sciences as well.

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          Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach

          Background Scoping reviews are a relatively new approach to evidence synthesis and currently there exists little guidance regarding the decision to choose between a systematic review or scoping review approach when synthesising evidence. The purpose of this article is to clearly describe the differences in indications between scoping reviews and systematic reviews and to provide guidance for when a scoping review is (and is not) appropriate. Results Researchers may conduct scoping reviews instead of systematic reviews where the purpose of the review is to identify knowledge gaps, scope a body of literature, clarify concepts or to investigate research conduct. While useful in their own right, scoping reviews may also be helpful precursors to systematic reviews and can be used to confirm the relevance of inclusion criteria and potential questions. Conclusions Scoping reviews are a useful tool in the ever increasing arsenal of evidence synthesis approaches. Although conducted for different purposes compared to systematic reviews, scoping reviews still require rigorous and transparent methods in their conduct to ensure that the results are trustworthy. Our hope is that with clear guidance available regarding whether to conduct a scoping review or a systematic review, there will be less scoping reviews being performed for inappropriate indications better served by a systematic review, and vice-versa.
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            School Engagement: Potential of the Concept, State of the Evidence

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              Situated Cognition and the Culture of Learning

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                Author and article information

                Journal
                J Chem Educ
                J Chem Educ
                ed
                jceda8
                Journal of Chemical Education
                American Chemical Society and Division of Chemical Education, Inc.
                0021-9584
                1938-1328
                13 July 2021
                : acs.jchemed.1c00457
                Affiliations
                []Laboratory Schools, University of Chicago , 1362 East 59th Street, Chicago, Illinois 60637, United States
                []Chemistry Department, University of Chicago , 5735 South Ellis Avenue, Chicago, Illinois 60637, United States
                Author notes
                Author information
                https://orcid.org/0000-0003-2990-3636
                Article
                10.1021/acs.jchemed.1c00457
                8291136
                37556258
                d8a359b2-371c-49b5-9974-db52ea107a2e
                © 2021 American Chemical Society and Division of Chemical Education, Inc.

                This article is made available via the PMC Open Access Subset for unrestricted RESEARCH re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 20 April 2021
                : 14 June 2021
                Funding
                Funded by: Division of Graduate Education, doi 10.13039/100000082;
                Award ID: 1746045
                Categories
                Chemical Education Research
                Custom metadata
                ed1c00457
                ed1c00457

                Education
                chemical education research,laboratory instruction,high school/introductory chemistry,first-year undergraduate/general,second-year undergraduate,upper-division undergraduate,distance learning/self instruction,hands-on learning/manipulatives,general public,internet/web-based learning

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