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Teacher Perceptions in the Selection of Experiments
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Abstract
Although much has been written concerning the techniques and benefits associated with inquiry-based laboratory methods, the use of this approach in both college and secondary school science classrooms is rare. In this article we present one exercise we conduct during summer workshops for in-service secondary school science teachers. This exercise provides a clearer understanding of why the use of verification experiments persists at the secondary school level while at the same time it allows teachers to more closely examine the administrative and pedagogical advantages and disadvantages associated with this approach. Following a discussion of the exercise, we elaborate on the advantages and disadvantages of the verification approach and how they relate to the overall goals of a laboratory experience for students. We conclude with a brief discussion of the steps that might be taken to further disseminate inquiry experiments, as suggested by the results of this exercise.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Laboratory InstructionKeywords (Pedagogy):
Inquiry-Based / Discovery LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 5 ACS Journal articles (5 most recent appear below).
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Allen M. Schoffstall , Barbara A. GaddisJournal of Chemical Education2007 84 (5), 848Informed science educators who are responsible for undergraduate laboratory programs strive to improve the effectiveness of learning in the laboratory. Guided-inquiry learning in the laboratory is one reasonable alternative (among others described here) ...
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- Received: August 03, 2009
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