Daniel Sullivan, Dixie State University
Concepts that are taught in chemistry lectures and laboratory may seem to students as if they are separate concepts rather than related concepts. Insight into this field may lead to creating improved curriculum materials that assist help students relate laboratory and lecture material. We used an open-ended validity proven questionnaire, Laboratory Concept Questionnaire, to gain a better insight into what concepts were being transferred between laboratory and lecture environments. The open-ended responses were qualitatively coded using keywords and themes. Student responses to several questions showed that some students have a misunderstanding of proper lab safety procedures.