The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Laboratory work as scientific method: three decades of confusion and distortion
Abstract
The justification advanced by teachers and curriculum developers for investing so much time, energy and resources in laboratory work in school science courses almost invariably includes the claim that it provides students with insight into, and experience and practice of, the methods of science. This paper traces the changing nature of laboratory work from the 1960s to the present, from discovery learning to process‐led science to contemporary constructivist approaches, and argues that each of these styles of laboratory work has seriously misrepresented and distorted the nature of scientific inquiry. Some suggestions are made for the re‐orientation of laboratory work to ensure that it projects an image of science that more faithfully reflects actual scientific practice.
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Citations
Cites
Science learning as a conceptual and methodological change
Perez, D. G., & Alis, J. C. (1985) · European Journal of Science Education · doi:10.1080/0140528850070302 · Cited by 141
Cited by
Klahr, D., Triona, L. M., & Williams, C. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20152 · Cited by 357
Veermans, K., Joolingen, W. V., & de Jong, T. (2006) · International Journal of Science Education · doi:10.1080/09500690500277615 · Cited by 96
A Proposed Taxonomy of Teaching Models in STEM Education: Robotics as an Example
Zhong, B., Liu, X., Xia, L., & Sun, W. (2022) · Sage Open · doi:10.1177/21582440221099525 · Cited by 44
Metadata
- Authors
- Hodson, D.
- Venue
- Journal of Curriculum Studies
- Publisher
- Informa UK Limited
- Published
- 1996-03
- Volume
- 28
- Issue
- 2
- Pages
- 115-135
- ISSN
- 0022-0272 (ISSN-L)
- 1366-5839
- OpenAlex
- W1999114946
- Cited by
- 320
- References
- 1
- FWCI
- 37.50
- Type
- journal article
- Language
- en
- Open access
- closed
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- Hodson, D. (1996). Laboratory work as scientific method: three decades of confusion and distortion. Journal of Curriculum Studies. https://doi.org/10.1080/0022027980280201
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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