Undergraduate students' knowledge outcomes and how these relate to their educational experiences: a longitudinal study of chemistry in two countries

Are the ways of engaging with the world that students develop through higher education particular to bodies of knowledge they study? In this article, we examine how students' accounts of the discipline of chemistry in England and South Africa changed over the three years of their undergraduate degrees. Based on a longitudinal phenomenographic analysis of 105 interviews with 33 chemistry students over the course of their undergraduate degrees in four institutions, we constituted five qualitatively different ways of describing chemistry. These ranged from chemistry as something that happens when things are mixed in a laboratory to a more inclusive account that described chemistry as being able to explain molecular interactions in unfamiliar environments. Most students expressed more inclusive accounts of chemistry by the end of their degrees and the level of change appeared to be related to their educational experiences. In contrast to approaches that emphasise the generic student outcomes from higher education, these findings highlight the importance of recognising the distinctive outcomes that students gain from their engagement with particular bodies of disciplinary knowledge. It further highlights the importance of students understanding their degrees as an educational experience that requires them to commit to engaging with these bodies of knowledge.

Automated summary

This study examines how students' accounts of chemistry changed over the three years of their undergraduate degrees in England and South Africa. Through longitudinal interviews, the researchers identified five qualitatively different ways of describing chemistry, with most students expressing more inclusive understandings by the end of their degrees. The findings emphasize the importance of recognizing the distinctive outcomes that students gain from their engagement with disciplinary knowledge.