Lowering the activation barrier to create a constructively aligned undergraduate chemistry laboratory experience – a review of innovations in assessments and course design

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This review highlights innovations in assessments and course design, aiming to enhance cognitive and psychomotor alignment in chemistry education.

Lowering activation energy barriers improves meaningful learning in undergraduate chemistry laboratories, fostering scientific thinking.
Innovative course design links cognitive and psychomotor domains, addressing gaps in traditional assessments in laboratory settings.
The review covers practical skills, experiment design, and transferable skills like writing and communication in education.
Enhancements in undergraduate chemistry labs support comprehensive learning outcomes, promoting student engagement in scientific practices.

Lo et al. (2025) studied this question.

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This review highlights innovations in assessments and course design, aiming to enhance cognitive and psychomotor alignment in chemistry education.