Managing Student Anxiety in the Laboratory

Article by Science Assist advisor, Dr Pat Stamford.

Many students enter the science laboratory with trepidation.

I have worked with many very dangerous chemicals, equipment, and procedures whilst a research chemist. Most of the time I was overcautious whilst handling a compound or radioactive isotope with labelling indicating acute toxicity or chronic health hazards. I was often terrified of utilising expensive (often multimillion dollar) or fragile equipment. Nonetheless, I didn’t need to be fearful, because I ensured I was fully cognisant of standard operating procedures, and my methods were always thoroughly risk assessed. As long as I followed these protocols to the letter, everything should be fine. If the best of us exhibit some level of anxiety over the unfamiliar, why should we expect any more from our students? 

As educators, it is natural that we remain vigilant to potential laboratory hazards and overly self-assured pupils; those of whom we must often demand a little mindfulness. We are often equally guarded of those critical moments during lessons when eager students interact with potentially dangerous chemicals such as caustic substances, or equipment like the Bunsen burner. It is not uncommon that our observational skills are often overextended, and we have to develop a peripheral awareness that Medusa herself would be proud of.

But what of the quieter learners? Do we notice their potential anxieties when the pace picks up, or during activities which they may deem as unfamiliar?¹ And what of associated hazards? Are we ready to support them when they seem hesitant to participate, understanding it might not be idleness but apprehension that is holding them back? Are we aware that anxiety about practical work or their performance in the laboratory can lead to frustration and loss of interest by students regarding the subject²?

Reassure

Of course, we all understand the imperative to make students conscious of hazards inherent in laboratory work, and ensure they understand possible interventions to minimise or eliminate associated risks. However, it is also important to recognise that everyone at some point will not feel confident about their level of understanding. Feeling anxious is a very normal reaction. Reassurance can go a long way in helping everyone feel comfortable and confident to participate.³ It’s important to explicitly tell your class that it’s normal to feel nervous. The students that will benefit most from this are probably the ones least likely to shout about it.

Jargon

There are many points from which laboratory anxiety may stem. One of the biggest impediments to learning is the language of science itself. Let’s not forget that the scientific jargon we use in the lab, while familiar to us, is a foreign language to our students! Teach these terms explicitly, keep an eye on cognitive load, and don’t underestimate the power of regular review. There are a variety of class management tools to achieve this, but the aim should always be to focus on increasing familiarity with the language.

This problem with scientific language is exacerbated by confusion with everyday language. For example, the term ‘gas’ in science refers to a state of matter, but in everyday use, it might be associated with fuel. Practicals provide the perfect opportunity to address common linguistic misconceptions. Think about the terms ‘non-toxic’ and ‘non-hazardous’, or the word ‘organic’ and how they might underscore the importance of clear and precise communication in the lab and how they may promote potentially hazardous scenarios. Further, such misinterpretation not only hinders understanding and acts as a barrier to learning but can also alienate and discourage. Ultimately it impedes effective communication between teacher and student. It is often tempting to rattle off instructions, but a quick check to see if everyone understands goes a long way to improve the practical experience and foster general laboratory safety.

Practice

The one thing most of us appreciate is that students gain confidence in the laboratory through opportunities to develop their practical skills. In addition, with practice, and increased familiarity with laboratory procedures, comes a reduction in the fear of failure, and a concomitant decrease in laboratory accidents.

In a fashion similar to how we might deconstruct theoretical learning into manageable increments in the classroom, we can apply the same approach to practical activities. Consider the instruction of distinct skills separately and focus on segments of a standard practical exercise, instead of attempting to complete it entirely in one session. Indeed, structuring practical sessions at the start of the year with strict organisation could be advantageous: assigning specific roles to each student and providing clear instructions on the tasks and timing for each participant.

Initiatives such as a ‘Bunsen burner license’ are often introduced at the beginning of secondary science education. This strategy can be highly effective in confirming that students have a clear understanding of the safe operation of the equipment. It’s also worth applying this structured approach to other elements of lab work, like instructing on the proper technique for using a pipette or the correct method for liquid transfer. The gradual introduction of specific and explicit practical instruction enables students to ‘find their feet’ and overcome performance anxiety. With a little mindfulness from the teacher, it also may help to get students to understand and utilise that most fundamental of life’s maxims; if you are not sure, ask!

Mentor

When performing laboratory practicals, students often work with a partner or partners. There are clear logistical reasons for this practice as working together facilitates effective use of instruments, decreases preparation time, saves money and space, eases cognitive loads (through distribution of responsibilities) and therefore reduces error rates, and it increases overall productivity in the classroom. Furthermore, the principles of peer mentoring (such as building trust, changing norms, and using social support to overcome barriers) can also be applied to laboratory safety. By sharing knowledge and experience, peer oversight can help less experienced or anxious students learn to navigate the lab safely and avoid common pitfalls that lead to accidents.

The pairing of more accomplished students with those that require a helping hand should not be met with apprehension by the teacher. Recent publications (for example: Srougi & Miller, 2018³), have examined the advantages of peer learning during practical laboratory work. Their findings demonstrate positive learning outcomes for both partners which may surprise many in light of established literature and will have pedagogical implications for practical laboratory work in secondary school settings.

In summary, remember to pay attention to the anxious students in your class and guide them to appreciate how captivating and stimulating the laboratory environment is, provided that it is approached with due respect. For a safer school laboratory, and improved learning outcomes:

• Reassure.
• Explicitly teach and regularly review laboratory vocabulary.
• Allow time for students to practice and make mistakes.
• Encourage mentoring in the class.

References 

1. Mallow, J.V. (2006). Science anxiety: research and action. Handbook of college science teaching, pp.3-14. 
2. Keeves, J. P., & Morgenstern, C. (1992). Attitudes toward science: Measures and effects. In J. P. Keeves, The IEA Study of Science III: Changes in Science Education and Achievement: 1970-1984 (pp. 122-140). Pergamon
3. Elvan, İ.N.C.E. (2017). Examination of Expectation and Anxiety States in the Science Laboratory in Science Education.  World Journal of Educational Research, 4, 537-550.
4. Srougi, M. C., & Miller, H. B. (2018). Peer learning as a tool to strengthen math skills in introductory chemistry laboratories. Chemistry Education Research and Practice. 19, 319-330.