Abstract
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied during their participation in a week-long university summer school program. This study reports how the four students responded differently to the same laboratory experience.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Atkinson, E. P. (1990). Learning scientific knowledge in the student laboratory. In E. Hegarty-Hazel (Ed.)The student laboratory and the science curriculum (pp. 119–131) London: Routledge.
Dawson, C. J. & Bennett, N. (1981). What do they say they want? Year 7 students' preferences in science.Research in Science Education, 11, 193–201.
Driver, R. (1988). Theory into practice II: A constructivist approach to curriculum development. In P. J. Fensham (Ed.)Development and dilemmas in science education (pp. 133–149). London: Falmer Press.
Erickson (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.)Handbook of research on teaching (3rd ed.) (pp. 119–161). New York: Macmillan.
Fordham, A. (1980). Student intrinsic motivation, science teaching practices and student learning.Research in Science Education, 10, 108–117.
Friedler, Y. & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E. Hegarty-Hazel (Ed.)The student laboratory and the science curriculum (pp. 337–356). London: Routledge.
Gallagher, J.J. (1987). A summary of research in science education.Science Education, 71, 277–284.
Gallagher, J.J. & Tobin, K. (1987). Teacher management and student engagement in high school science.Science Education, 71, 535–555.
Hegarty-Hazel, E. (1990). Learning technical skills in the student laboratory. In E. Hegarty-Hazel (Ed.)The student laboratory and the science curriculum (pp. 75–94). London: Routledge.
Hodson, D. (1985). Philosophy of science, science, and science education.Studies in Science Education, 12, 25–57.
Hodson, D. (1993). Re-thinking old ways: Towards a more critical approach to practical work in school science.Studies in Science Education 22, 85–142.
Hofstein, A. & Lunetta, V.N. (1982). The role of the laboratory in science teaching: Neglected aspects of research.Review of Educational Research, 52, 201–217.
Johnstone, A.H. & Letton, K.M. (1989). Is practical work practicable?Journal of College Science Teaching, 18, 190–192.
Johnstone, A.H. & Wham, A.J.B. (1979). A model for undergraduate practical work.Education in Chemistry, 16, 16–17.
Johnstone, A.H. & Wham, A.J.B. (1982). The demands of practical work.Education in Chemistry, 19, 71–73.
Kagan, N., Krathwohl, D.R., Goldberg, A.D. & Campbell, R. (1967).Studies in human interaction: Interpersonal process recall stimulated by videotape East Lansing MI: Michigan State University.
Keightley, J.V. & Best, E.D. (1975). Student preferences for Year 11 biology classes in some South Australian schools.Research in Science Education, 5, 57–67.
Marland, P. (1979). A study of teachers' interactive information processing. In G. Rowley (Ed.)Proceedings of the A.A.R.E. Annual Conference (pp. 42–61). Melbourne: A.A.R.E.
Marland, P. (1984). Stimulated recall from video: Its use in research on the thought processes of classroom participants. In O. Zuber-Skerritt (Ed.)Video in higher education (pp. 156–165). London: Kagan Page.
Marland, P.W. & Edwards, J. (1986). Students' in-class thinking.Instructional Science, 15, 75–88.
Mulopo, M.M. & Flower, H.S. (1987). Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: a study of chemistry students in Zambia.Journal of Research in Science Teaching, 24, 217–227.
Reif, F. & Allen, S. (1992). Cognition for interpreting scientific concepts: A study of acceleration.Cognition and Instruction, 9, 1–44.
Ritchie, S.M. (1994a). Metaphor as a tool for constructivist science teaching.International Journal of Science Education, 16, 293–303.
Ritchie, S.M. (1994b, July).Transfer of CoRT skills to classroom activities. Paper presented at the Sixth International Conference on Thinking, MIT, Boston.
Roth, W. (1994). Experimenting in a constructivist high school physics laboratory.Journal of Research in Science Teaching, 31, 197–223.
Rubin, A. & Tamir, P. (1988). Meaningful learning in the school laboratory.American Biology Teacher, 50, 477–482.
Tobin, K. (1990a). Teacher mind frames and science learning. In K. Tobin, J.B., Kahle & B.J. Fraser (Eds.)Windows into science classrooms: Problems associated with high level cognitive learning in science (pp. 33–86). London: Falmer Press.
Tobin, K. (1990b). Research on science laboratory activities: In pursuit of better questions and answers to improve learning.School Science and Mathematics, 90, 403–418.
Tobin, K. & Gallagher, J.J., (1987). What happens in high school science classrooms?,Journal of Curriculum Studies, 19, 549–560.
Wheatley, G.H. (1991). Constructivist perspectives on science and mathematics learning.Science Education, 75, 9–21.
Yinger, R.J. (1980). A study of teacher planning.The Elementary School Journal, 33, 134–139.
Author information
Authors and Affiliations
Additional information
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking.
Rights and permissions
About this article
Cite this article
Rigano, D., Ritchie, S. Students' thinking in a chemistry laboratory. Research in Science Education 24, 270–279 (1994). https://doi.org/10.1007/BF02356353
Issue Date:
DOI: https://doi.org/10.1007/BF02356353