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Jakub Radzikowski and Luke Delmas' reflections on the Imperial 'Chemical Kitchen' on improving UG student self-efficacy is published in J. Chem. Ed.

J.L. Radzikowski, L. Delmas, E. Cohen, J. Viola, J.Youssef, A.C. Spivey and R. Kneebone, ‘Chemical Kitchen─A Transdisciplinary Introduction to a Laboratory Practice That Rebalances Students’ Self-Efficacy’ J. Chem. Ed., 2024, 101, 5353-5360. DOI: 

Transition from high school to higher education poses a significant challenge for ÌìÃÀ´«Ã½, particularly in chemistry, where ÌìÃÀ´«Ã½’ prior laboratory experience is varied. Traditional laboratory education, focusing on chemical knowledge, scientific methodology, and practical skills, does not focus on the development of translational skills and establishing a proper level of self-efficacy, critical for ÌìÃÀ´«Ã½’ success as future scientists. To address this problem, we developed the Chemical Kitchen, a transdisciplinary simulation utilizing the parallels between professional gastronomy and chemistry laboratory practices. By engaging ÌìÃÀ´«Ã½ in creative food experiments that mimic chemistry experiments, the course aims to enhance practical skills in a less intimidating environment. We evaluated the impact of the Chemical Kitchen on ÌìÃÀ´«Ã½’ self-efficacy through pre- and postcourse surveys. We found a significant adjustment in ÌìÃÀ´«Ã½’ self-efficacy: those with initially lower self-efficacy experienced increases, while those with initially higher self-efficacy saw decreases, showing a “leveling of the playing field” among first-year chemistry ÌìÃÀ´«Ã½. Qualitative feedback highlighted the course’s success in providing a fun, engaging, and meaningful learning experience, underscoring the importance of innovative teaching methods in enhancing practical skills and confidence. This study demonstrates the effectiveness of the Chemical Kitchen in establishing ÌìÃÀ´«Ã½’ self-efficacy and practical and transferable skills, offering a novel approach to laboratory education that could be beneficial across various scientific disciplines. Future research is encouraged to explore the long-term effects of such interventions on ÌìÃÀ´«Ã½’ engagement with science and their overall development as learners.