Students’ Interaction and Its Relationship to Their Actions and Verbalized Knowledge during Chemistry Labwork

Abstract

The present study focuses on the interaction of students during chemistry labwork and investigates its relationship with students' actions that are related to the context of labwork and verbalized knowledge expressed by them. At first, labguides for chemistry labwork were designed and were implemented in three groups of 16-year-old students. The labwork process was videoed in each group of students. Each part of the half-minute videos was analyzed. The analysis identified the types of students' interaction, the categories of their actions that are related to the context of labwork and the categories of their verbalized knowledge throughout the labwork. It emerged that there is a relationship among the types of students' interaction, the categories of their verbalized knowledge and the categories of their actions that are related to the context of labwork. The results of this study affect the designing of labwork activities so that they can become more effective.

Environmental Soil Microbiology: A Novel Research-Oriented Laboratory Course for Undergraduate Students

“…In order to bridge theory with practice several universities have made the laboratory session as an important companion for undergraduate programs where theory and practice can coalesce for students (Fennessy et al 1992;Kotiw et al 1999;Russell & Weaver, 2008). Science laboratory is of benefit and becomes a meaningful learning experience only if students are given opportunities to learn research methods and techniques that will increase their ability in investigating scientific phenomena and their engagement in solving problems (Tobin, 1990;Hodson, 1993;Skoumios et al, 2013). However, some educators are seriously questioning and scrutinizing the pedagogical effectiveness of the laboratory courses in providing such opportunities to students (see, for example, Bates, 1978;Tobin, 1990;Mamlok-Naaman et al, 2012).…”