Improving the quality of education is the goal of all pedagogical research. By using student surveys and course evaluations problem areas can be identified in most courses offered by universities. In this paper we perform a large-scale student survey in order to find the causes of, and remedies to, a widespread student dissonance in a mandatory course with over 100 students at Lund University.
Our research shows that aiming for deeper learning, without providing time and a stimulating environment, can be worse than settling for expository learning. This problem has persisted for years despite attempts by the course administrators to solve the problem.
We propose that major improvements can be achieved, both in learning and pass rates, primarily by improving the lab instructions but also by using a more intellectually stimulating lab equipment.