This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

A study was conducted to examine the effect of factors related to the format, presentation style, and order in which ideas are presented on students' recall of chemistry material. Data were obtained from students who viewed three different multi-image presentations in a large lecture hall setting. Following the presentations, students were…

Describes a curriculum development project in which the Science Education Center of the University of Oklahoma and the science department of Norman (Oklahoma) High School prepared and classroom tested complete courses in biology, chemistry, and physics using the learning cycle principles of exploration, conceptual invention, and discovery. (JN)

The Mole Concept is a learning cycle (patterned after University of Nebraska-Lincoln's ADAPT model) for the chemical unit "mole." Discusses objectives and activities involved in each phase of the cycle: exploration, invention, and application. Indicates the cycle is superior to traditional lecture-demonstration for teaching the abstract mole…

Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This teaching guide is designed for use with the 19 chemistry investigations found in the student manual. These investigations focus on concepts related to:…

Hypothesizes that overloading the working memory may leave no space for thought and organization such that faulty (or even no) learning takes place. Provides examples of this hypothesis and possible remedies. These remedies focus on design of laboratory manuals and equipment and on curriculum content order. (JN)

Three-phased learning cycles (exploration, invention, application) were introduced into general chemistry laboratories at Northland College (Wisconsin). Discusses each phase and its use in a learning cycle on the functional groups of organic compounds. (JN)

Discusses the need to consider students' pre-existing conceptual schemes when teaching chemistry. Reports on a study done in Spain which indicates that the existence of adolescents preconceptions about gases is important to consider when teaching the principles of conservation of substance, mass, and weight. (TW)

Examines how information from psychological and educational research was used to develop and implement a remedial chemistry course, focusing on the viewpoint of a learning process based on research in cognitive science. Comments on textbook selection, testing, scheduling, instructional strategies, and other areas are included. (JN)

Describes a unit of hands-on activities on the corrosion of iron and steel. The unit uses the learning cycle and the science/technology/society approach. Three activities are presented. (PR)

Discusses a study that examined the role of four cognitive factors (formal reasoning ability, prior knowledge, field dependence/independence, and memory capacity) on achievement in chemistry as measured by tests of lab application, chemical calculations, and content knowledge. Reports the significance of prior knowledge and formal reasoning…

Discusses some of the difficulties involved with chemistry laboratory experiences and some laboratory manuals. Cites studies that indicate that part of the difficulty can be attributed to constraints relating to the short-term memory of the operational information and the assumption that students have a certain level of knowledge. (TW)

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

Argues that cookbook chemistry laboratory experiments do little to teach scientific inquiry. Suggests providing students with laboratory experiences that follow the introduction of a concept and challenge students to investigate that concept through an experiment involving very few initial instructions. Lists some such challenges used in chemistry…

Discusses the goals of learning cycle laboratories in helping students acquire knowledge about a specific topic and to do so moving in a non-threatening way from the concrete operational level to the formal operational level. Describes an experiment designed for such laboratories dealing with the topic of oxidation-reduction. (TW)