A Comparative Study of Traditional, Inquiry-Based, and Research-Based Laboratory Curricula: Impacts on Understanding of the Nature of Science

Autor/inn/en	Russell, Cianan B.; Weaver, Gabriela C.
Titel	A Comparative Study of Traditional, Inquiry-Based, and Research-Based Laboratory Curricula: Impacts on Understanding of the Nature of Science
Quelle	In: Chemistry Education Research and Practice, 12 (2011) 1, S.57-67 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C1RP90008K
Schlagwörter	Creativity; Scientific Principles; Laboratories; Comparative Analysis; Curriculum; Universities; Undergraduate Students; Adults; Science Education; Illinois; New York; United States + Suchen Sie Ihr Suchwort? Kreativität; Laboratory; Laboratorium; Curricula; Lehrplan; Rahmenplan; University; Universität; Naturwissenschaftliche Bildung; USA
Abstract	We explored the impact of laboratory curriculum on students' understanding of the nature of science at five US universities. The specific curricula studied were traditional (verification), inquiry-based, and research-based. The inquiry curriculum was Inquiries into Chemistry, and the research-based curriculum was developed by the Center for Authentic Science Practice in Education (CASPiE). Our findings suggest that laboratory curriculum is a strong factor in the development of students' discussions of theories and their conceptions of creativity in science. Students in the research-based laboratory curriculum demonstrated the most gains as a result of their laboratory when compared to their counterparts in the traditional and inquiry-based laboratories. (Contains 2 tables.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10