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Assessing College Students’ Risk Perceptions of Hazards in Chemistry Laboratories
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    Chemical Education Research

    Assessing College Students’ Risk Perceptions of Hazards in Chemistry Laboratories
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    • Clara Rosalía Álvarez-Chávez*
      Clara Rosalía Álvarez-Chávez
      Department of Chemical-Biological Sciences, Sustainable Development Program, University of Sonora, Boulevard Luis Encinas y Rosales S/N, Colonia Centro, 83000 Hermosillo, Sonora, México
      *E-mail: [email protected]
    • Luz S. Marín
      Luz S. Marín
      Department of Safety Sciences, Indiana University of Pennsylvania, Indiana, Pennsylvania 15705, United States
    • Karla Perez-Gamez
      Karla Perez-Gamez
      Sustainable Development Program, University of Sonora, Boulevard Luis Encinas y Rosales S/N, Colonia Centro, 83000 Hermosillo, Sonora, México
    • Mariona Portell
      Mariona Portell
      Department of Psychobiology and Methodology of Health Sciences, Autonomous University of Barcelona, Campus de Bellaterra, 08193 Cerdanyola del Vallès, Spain
    • Luis Velazquez
      Luis Velazquez
      Department of Chemical-Biological Sciences, Sustainable Development Program, University of Sonora, Boulevard Luis Encinas y Rosales S/N, Colonia Centro, 83000 Hermosillo, Sonora, México
    • Francisca Munoz-Osuna
      Francisca Munoz-Osuna
      Department of Chemical-Biological Sciences, Sustainable Development Program, University of Sonora, Boulevard Luis Encinas y Rosales S/N, Colonia Centro, 83000 Hermosillo, Sonora, México
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    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2019, 96, 10, 2120–2131
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    https://doi.org/10.1021/acs.jchemed.8b00891
    Published August 19, 2019
    Copyright © 2019 American Chemical Society and Division of Chemical Education, Inc.

    Abstract

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    College laboratories are generally perceived to be low-risk environments in comparison to industrial laboratories and plant operations. However, accidents in college chemistry laboratories have revealed the safety conditions to which both students and staff may be exposed. Improving the effectiveness of laboratory safety training programs and chemical safety education requires gaining an understanding of how undergraduate students may perceive the risk associated with chemistry laboratory settings. This study characterized risk perceptions of safety hazards in chemistry laboratories among college students. Undergraduate college students from the chemistry and biology department of a university in Mexico were surveyed. The Workers’ Risk Perception Dimensional Evaluation (EDRP-T) was used to characterize risk perceptions through nine dimensions and the overall perceived risk for three risk factors: laboratory work, chemical splashes, and chemical-substances inhalation. Perceived risk was characterized in a sample of 521 undergraduate students. Students felt confident in successfully dealing with the risk factors evaluated despite feelings of dread and vulnerability as well as concerns about the severity of the consequences of an injury. Their perceived ability to control and avoid these risks might have reflected the students’ self-efficacy. Discrepancies in characterizing risk perception as a multidimensional construct or a direct, measurable characteristic were identified. Gaining an understanding about what undergraduate students do and do not perceive as hazardous is a valuable input to develop risk management and communication strategies with the potential to influence students’ decision-making process that can result in safer behaviors. Successful design and implementation of chemical education programs requires recognizing gaps at all levels.

    Copyright © 2019 American Chemical Society and Division of Chemical Education, Inc.

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    Cited By

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    This article is cited by 20 publications.

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    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2019, 96, 10, 2120–2131
    Click to copy citationCitation copied!
    https://doi.org/10.1021/acs.jchemed.8b00891
    Published August 19, 2019
    Copyright © 2019 American Chemical Society and Division of Chemical Education, Inc.

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