Uncovering hidden dimensions of meaningful learning in the laboratory

This mixed-methods study investigated the laboratory learning experiences of first-year preservice chemistry teachers in the Czech Republic (N = 60), combining a Czech adaptation of the Meaningful Learning in the Laboratory Instrument (MLLI) with a thematic analysis of 16 semi-structured interviews.

The Czech MLLI showed acceptable reliability and reproduced structural patterns reported in prior research. Pre–post comparisons indicated a recalibration of students' expectations: affective outcomes improved, whereas cognitive self-assessments declined, suggesting metacognitive adjustment during authentic laboratory engagement rather than diminished learning. Interview data revealed additional dimensions extending beyond the instrument's construct boundaries, including the temporally distributed development of conceptual understanding, the role of social support and instructional guidance, and organisational conditions shaping epistemic engagement.