2000

In science education, laboratories are considerably important because they provide the opportunity for students to perform various hands-on activities. The aim of this study is to investigate the effect of laboratory method on students' understanding of the subject of rate in chemical reactions. With this aim, a control group (12 boys, 5 girls) and an experimental group (10 boys, 9 girls) were randomly selected from an Anatolian high school in Trabzon. The study was used a quasi-experimental design. Two different instruments pre-test and post-test were used to collect the data in the present study. While the pre-test consisting of 19 multiple choice items was applied to determine students' preconceptions about the topic under the investigation three weeks before the treatment, the post-test with 19 multiple choice items was implemented to their new levels of understanding two weeks after the treatment. Two master faculty members examined the tests that were piloted with 40 students. Reliability coefficients (KR-20 method) were found 0,79 for the pre-test and 0,70 for the post-test. The experimental group was taught with a teaching method based on laboratory while the control group was taught by the traditional approach. The collected data were analyzed by using the independent samples t test. The results showed that there is a significant achievement difference between the experimental group that was taught with the laboratory teaching method and the control group that was taught with the traditional approach in favor of the experimental group (p<0.05). Nowadays, it was expected the learner to have ability of reaching, rearranging, evaluating and presenting of information. In this respect, it is suggested to quite often use the laboratories in a more active manner.

Journal of Chemical Education, 2018

Learning the key concepts of chemical kinetics is a challenge for higher education students. These difficulties are due, among other things, to the fact that traditional teaching does not consider the findings of research on students' learning in this particular domain of chemistry. In this commentary, we propose research-based criteria for the selection of experiments that respond to the learning difficulties in chemical kinetics that have been widely reported in recent years. Additionally, we discuss a teaching strategy that may be appropriate to favor the evolution of students' intuitive conceptions by evaluating their ideas and those of their peers in the analysis of scientific evidence.

Acta chimica Slovenica, 2011

Science educators have suggested many benefits that accrue from engaging students in experimental activities, therefore, experimental work has a long and distinctive role in chemistry curriculum since. The presented empirical study focuses on the valuation of effectiveness of different forms of experimental work - students&#39; hands-on experimental work vs teacher&#39;s lecture demonstration - from the viewpoint of the quality of content knowledge acquisition and knowledge retention in teaching primary school chemistry. 106 primary school students (age 14-15 years) participated in the study. The data was collected via pre- and post- test protocol and two delayed post tests. Additionally 16 students selected from the sample were interviewed. The results indicate that students&#39; content knowledge gained through teacher&#39;s demonstration of experiment is better and better knowledge retention takes place in comparison to students&#39; knowledge gained through students&#39; hands-o...

2024

This study examines the effectiveness of laboratory settings in achieving chemistry learning outcomes among Grade 11 students. Laboratory experiments play a critical role in fostering students' understanding of chemistry concepts by bridging theoretical knowledge with practical application. However, challenges such as limited access to laboratory equipment, insufficient hands-on practice, and time constraints hinder students' ability to fully benefit from these experiences. Using qualitative interviews with students, the study identifies key obstacles, including inadequate preparation, safety concerns, and environmental issues like poor ventilation and overcrowding. Additionally, difficulties with time management and a lack of familiarity with laboratory equipment emerged as significant barriers to effective learning. The thematic analysis of the data reveals that aligning laboratory activities with theoretical instruction and enhancing student engagement are essential for improving learning outcomes. The study recommends strategies such as the integration of technology to provide clearer instructional materials, time-efficient procedures, and enhanced safety measures. By addressing these issues, the findings aim to contribute to more effective laboratory practices and inform curriculum development, ensuring students are better equipped for real-world applications in chemistry and related fields.

Chem. Educ. Res. Pract., 2007

The place of experimental work in laboratories has always assumed a high profile at all levels of chemical education. This paper seeks to review the main strands of evidence available today and argues that the place of experimental work needs to be reconsidered at higher education levels. There is a need for a clarification of aims and objectives, and these need to be communicated to learners. It argues that higher education needs to be acutely aware of what goes on at school and to build on these skills. Pre-laboratory exercises are strongly supported by the evidence, while there needs to be a radical rethinking of the use of laboratory manuals, with assessment being explored afresh. In addition, seeing the laboratory experience in the context of what goes on before and after, as well as other learning, will enhance the learning potential of this time. Examples of some ways forward are presented. Overall, it is argued that much more could be gained by the students if the laboratory experience, using similar experiments, was radically rethought. [Chem.

Journal of Science Teacher Education, 1994