From varied school science backgrounds to university: student expectations and perceptions of a UDL-aligned chemistry practical course

Abstract Within an overall context of supporting inclusivity and the school to university transition, this study aims to understand the second-level patterns of participation and perception of practical chemistry of first-year general chemistry students, and subsequently to gain their perception of a university practical chemistry course purposefully redesigned through the lens of UDL principles. Across two academic years all relevant students were invited to participate in two survey tools. The prior experience of first-year general chemistry students varied widely; >50 % did not participate in school senior cycle chemistry. Of those who did, methods of working and perceived value of practical work differed significantly. At the end of first year university, most students (62 %) perceived hands-on work as most beneficial to their learning of practical chemistry; of the remainder, approximately equal sized minorities perceived the pre-lab, post-lab and report writing phases as most beneficial. The finding that a substantial proportion of students feel their learning is best supported by activities outside the laboratory environment serves as a valuable reminder to educators, especially those working with large and diverse cohorts, of the importance of including well-designed pre-lab, post-lab and reporting activities in practical courses to help all students succeed.