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What's Wrong with Cookbooks? A Reply to Ault
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The controversy about inquiry labs relative to traditional cookbook verification labs is apparently far from over. Verification labs have long been criticized as leading only to poor learning and poor attitudes regarding science among students doing this type of lab work. Conversely, inquiry labs have been shown to engender better conceptual understanding, investigative skills, and cognitive development among students doing inquiry lab work. Despite significant studies in the literature establishing the effectiveness of inquiry labs in comparison with verification labs, the use and dissemination of cookbook labs is still prevalent in many high school and college institutions. This commentary aims to counter Ault's argument that cookbook-type labs should have a place in the science curriculum.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
CommentaryKeywords (Pedagogy):
Inquiry-Based / Discovery LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 6 ACS Journal articles (5 most recent appear below).
Ring-Closing Metathesis: An Advanced Guided-Inquiry Experiment for the Organic Laboratory
Hala G. Schepmann and Michelle MynderseJournal of Chemical Education2010 87 (7), 721-723Ring-Closing Metathesis: An Advanced Guided-Inquiry Experiment for the Organic Laboratory
Hala G. Schepmann and Michelle MynderseJournal of Chemical Education2010 87 (7), 721-723The design and implementation of an advanced guided-inquiry experiment for the organic laboratory is described. Grubbs’s second-generation catalyst is used to effect the ring-closing metathesis of diethyl diallylmalonate. The reaction is carried out under ...
Considering Laboratory Instruction through Kuhn's View of the Nature of Science
Daniel S. DominJournal of Chemical Education2009 86 (3), 274Considering Laboratory Instruction through Kuhn's View of the Nature of Science
Daniel S. DominJournal of Chemical Education2009 86 (3), 274There is contentiousness about science laboratory instruction that is almost as old as the field itself. From nearly the beginning until today, both the effectiveness and the manner of science laboratory instruction have often been debated. Although there ...
A Guided-Inquiry Approach to the Sodium Borohydride Reduction and Grignard Reaction of Carbonyl Compounds
Robert E. RosenbergJournal of Chemical Education2007 84 (9), 1474A Guided-Inquiry Approach to the Sodium Borohydride Reduction and Grignard Reaction of Carbonyl Compounds
Robert E. RosenbergJournal of Chemical Education2007 84 (9), 1474The guided-inquiry approach is applied to the reactions of sodium borohydride and phenyl magnesium bromide with benzaldehyde, benzophenone, benzoic anhydride, and ethyl benzoate. Each team of four students receives four unknowns. Students identify the ...
Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory
Georgios Tsaparlis and Marianna GoreziJournal of Chemical Education2007 84 (4), 668Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory
Georgios Tsaparlis and Marianna GoreziJournal of Chemical Education2007 84 (4), 668The conventional expository style of laboratory instruction has been criticized for its "cookbook" nature and for placing little emphasis on thinking. Inquiry-based activities require the learners to generate their own procedures. A simpler variety is the ...
The State of Organic Teaching Laboratories
Gail HorowitzJournal of Chemical Education2007 84 (2), 346The State of Organic Teaching Laboratories
Gail HorowitzJournal of Chemical Education2007 84 (2), 346This review explores the dramatic changes that have taken place in the organic chemistry laboratory course over the last two to three decades. The most significant changes have been in the areas of pedagogy and technology. Significant inroads have been ...
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- Received: August 03, 2009
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