New Perspectives in Science Education
Thinking, Feeling, Doing: The Affective Dimension of Meaningful Learning in Undergraduate Laboratory Work
Marina Constantinou Epifaniou, University of Cyprus (Cyprus)
Nikolaos Fotou, University of Lincoln (United Kingdom)
Abstract
This study investigates how practical work in the life sciences contributes to meaningful learning, with particular attention to the affective domain, a dimension previously examined mainly in secondary education [1]. Drawing on Ausbel’s theory of meaningful learning and Novak’s human constructivism framework [2], the study explores how undergraduates integrate the cognitive, affective and psychomotor domains during laboratory activities. Using a mixed-methods design, quantitative data were collected through an adapted questionnaire [1] administered to Year 1 and Year 2 undergraduates, complemented by staff interviews and laboratory observations. Findings indicated that while both cohorts expressed positive beliefs towards meaningful learning, Year 2 undergraduates’ experiences often fell short of their expectations, particularly in the cognitive domain, due to a departmental emphasis on procedural training over theoretical understanding. Nevertheless, the affective domain remained consistently positive across cohorts, with undergraduates reporting confidence, excitement, perseverance, and intrinsic motivation linked to their emerging professional identity. Meaningful learning was most evident when cognitive and affective engagement co-occurred through scaffolded discussions, structured yet supportive environments, and opportunities for reflection connecting observables with theory. In these instances of integration, positive emotions acted as catalysts, amplifying conceptual understanding and reinforcing the connection between what students observed and what they understood. The study underscores the need for laboratory work that balances procedural competence with emotional engagement and cognitive challenge, advocating for practical work that is not only hands-on but also minds-on.
REFERENCES
[1] Abrahams, I. (2009). Does practical work really motivate? A study of the affective value of practical work in secondary school science. International Journal of Science Education, 31(17), 2335-2353.
[2] Galloway, K. R., & Bretz, S. L. “Development of an assessment tool to measure students’ meaningful learning in the undergraduate chemistry laboratory”, Journal of Chemical Education, 92(7), 2015, 1149-1158.
[3] Bretz, S. L. (2001). Novak's theory of education: Human constructivism and meaningful learning. In: ACS Publications.
