Teaching and Learning in the Science Laboratory

  • Dimitris Psillos
  • Hans Niedderer

Part of the Science & Technology Education Library book series (CTISE, volume 16)

Table of contents

  1. Front Matter
    Pages i-ix
  2. General Introduction

  3. Approaching Labwork: Frames and Tools

    1. Pages 7-8
    2. Robin Millar, Andrée Tiberghien, Jean-François Le Maréchal
      Pages 9-20
    3. Dimitris Psillos, Hans Niedderer
      Pages 21-30
    4. Hans Niedderer, Stefan v. Aufschnaiter, Andrée Tiberghien, Christian Buty, Kerstin Haller, Lorenz Hucke et al.
      Pages 31-40
  4. Standard Labwork Based on Hands-on Experiments

  5. Open-Ended Labwork

  6. Labwork and Data Handling

About this book

Introduction

Scope of the book There is an on-going debate regarding the role of labwork in science education, which dates back several decades and which illustrates the conviction and interest of teachers, researchers and policy-makers world-wide in the value of laboratory work for understanding science. This is evident in more recent books and studies regarding the laboratory, which mainly refer to countries with a considerable tradition in practical work in science education (Woolnough & Alsop 1985, Hodson 1993, Hegarthy-Hazel 1990, Wellington 2000). Yet in discussing research studies on labwork, several authors express their concern about its effectiveness in facilitating students' understanding of various aspects of scientific inquiry. They point out a comprehensive re-conceptualisation of the aims of labwork and, as a consequence, of investigating what the students actually learn in different contexts (Lazarowitz & Tamir 1994, Tobin & Tippins 1993, Lunetta 1998). It has also been argued that the relationship between instructional activities and student learning in labwork needs more attention than it has been given in science education research (Leach & Paulsen 1999). It appears that the case for research-based labwork emerges in several quarters in science education, particularly among researchers. This book presents and discusses a variety of laboratory practices and their effectiveness. The studies take into account recent theoretical developments and empirical results concerning students' understanding of scientific inquiry. A whole chapter is devoted to technological advances offering new learning opportunities for the students and teaching facilities for the teacher.

Keywords

biochemistry evaluation experiment information learning

Editors and affiliations

  • Dimitris Psillos
    • 1
  • Hans Niedderer
    • 2
  1. 1.Aristotle University of ThessalonikiGreece
  2. 2.University of BremenGermany

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-48196-0
  • Copyright Information Kluwer Academic Publishers 2002
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-1018-7
  • Online ISBN 978-0-306-48196-3
  • Series Print ISSN 1572-5987
  • About this book