The School Science Laboratory: Historical Perspectives and Contexts for Contemporary Teaching

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

“…A classical definition of school science labwork is: learning experiences in which students interact with materials or with sources of data to observe and understand the natural world (Lunetta, Hofstein, & Clough, 2007). Several researchers support that the students benefit from their involvement in this process (Abrahams & Millar, 2008;Garnet, Garnet, & Hackling, 1995;Lunetta, 1998;Hög-ström, Ottander, & Benckert, 2010;Hofstein & Lunetta, 1982;Hofstein & Lunetta, 2004;Hucke & Fischer, 2002;Lazarowitz & Tamir, 1994;Millar, Tiberghien, & Le Maréchal, 2002;Pickering, 1980;Tobin, 1990). Research data proves that labwork can significantly contribute to the fulfillment of science education objectives.…”

Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions

“…According to Lunetta (1998), these variations may be characterized in terms of two aspects. Firstly, the extent of external guidance and control of the experimental activities considerably varies.…”

“…By contrast, Tobin (1990) claims that cognitively and motivationally effective labwork in science should begin with tasks from which problems emerge, and that run as a complete cycle of problem solving processes. According to Lunetta (1998), a sequence of four general phases should be considered: In the planning-and-design phase, problems emerge, research questions are formulated, hypotheses are formed, expected results are predicted and further experimental activities are designed. In the performance phase, planned activities are carried out, and data are observed and recorded.…”

“…Lunetta (1998) ascertained that early versions of inquiry mainly focused on the acquisition of procedural knowledge in terms of science process skills. In contrast, and above all, current developments aim at the acquisition of domain specific conceptual knowledge (Hofstein & Lunetta, 2004).…”

Sistema de categorias para análisis didáctico de los trabajos prácticos en la enseñanza de la biologia.

“…Así, autores como Porlán (1998) y Gil-Pérez, Carrascosa, y Martínez (2000 consideran que los TP se han constituido en una Línea de Investigación, perteneciente a la Didáctica de las Ciencias. En el mismo sentido, cabe resaltar que la producción respecto a los TP ha sido tan prolífica que ha conllevado a la realización de publicaciones en libros especializados en el área (Lunneta, 1998;Del Carmen, 2000;Psillos y Niedder, 2002;Caamaño, 2003;Lunneta, Hofstein y Clough, 2007). Para el caso de los TP en la enseñanza de la Biología, una reciente investigación de Valbuena et al (2010) identifica a los TP como una de las problemáticas más abordadas en las publicaciones especializadas en el campo de la enseñanza de esta ciencia.…”