Chemical KitchenA Transdisciplinary Introduction\nto a Laboratory Practice That Rebalances Students’ Self-Efficacy

Transition from high school to higher\neducation poses a significant\nchallenge for students, particularly in chemistry, where students’\nprior laboratory experience is varied. Traditional laboratory education,\nfocusing on chemical knowledge, scientific methodology, and practical\nskills, does not focus on the development of translational skills\nand establishing a proper level of self-efficacy, critical for students’\nsuccess as future scientists. To address this problem, we developed\nthe Chemical Kitchen, a transdisciplinary simulation utilizing the\nparallels between professional gastronomy and chemistry laboratory\npractices. By engaging students in creative food experiments that\nmimic chemistry experiments, the course aims to enhance practical\nskills in a less intimidating environment. We evaluated the impact\nof the Chemical Kitchen on students’ self-efficacy through\npre- and postcourse surveys. We found a significant adjustment in\nstudents’ self-efficacy: those with initially lower self-efficacy\nexperienced increases, while those with initially higher self-efficacy\nsaw decreases, showing a “leveling of the playing field”\namong first-year chemistry students. Qualitative feedback highlighted\nthe course’s success in providing a fun, engaging, and meaningful\nlearning experience, underscoring the importance of innovative teaching\nmethods in enhancing practical skills and confidence. This study demonstrates\nthe effectiveness of the Chemical Kitchen in establishing students’\nself-efficacy and practical and transferable skills, offering a novel\napproach to laboratory education that could be beneficial across various\nscientific disciplines. Future research is encouraged to explore the\nlong-term effects of such interventions on students’ engagement\nwith science and their overall development as learners.