A participatory action research project on implementing a laboratory course on flow chemistry in a master’s program at university
Ricarda Ringdorfer 1 , Doris Dallinger 2 , C. Oliver Kappe 2 , Philipp Spitzer 1 *
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1 Center for Chemistry Education, University of Graz, Graz, AUSTRIA2 Institute of Chemistry, NAWI Graz, University of Graz, Graz, AUSTRIA* Corresponding Author

Abstract

Flow chemistry is a popular method in both chemical industry and research but theoretical and practical learning opportunities for future chemists at university are scarce. To address this gap, we designed and evaluated experiments for a laboratory course of a master’s program integrating current research questions with elements of inquiry-based learning. The laboratory course was developed and investigated within a participatory action research (PAR) design. This paper presents the results of students’ pre- and post-surveys on students’ perceived learning opportunities, research skills, and learning objectives. The findings indicate positive changes in students’ self-assessed research skills and the inquiry-based elements of the designed flow lab were perceived as conducive to learning. Students’ self-assessment of learning objectives achieved also improved. Following the principles of PAR, two iterative cycles of an innovative laboratory course were implemented and evaluated. This study contributes to research on curriculum innovation in higher education by providing empirical insights into the design and development of research-based laboratory courses in flow chemistry.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 5, May 2026, Article No: em2831

https://doi.org/10.29333/ejmste/18508

Publication date: 04 May 2026

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Article Downloads: 8

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