Lewicki D. (1993) The effects of a constructivist method of instruction in general chemistry laboratory on college students’ achievement and conceptual change. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7245
(1993)
The effects of a constructivist method of instruction in general chemistry laboratory on college students’ achievement and conceptual change.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7245
Publication 7245
Excerpt: It is argued that laboratory experiences may be a worthwhile or essential aspect of science education, but the literature relating to research in this area does not always support these assumptions. While the laboratory may have value for nurturing positive student attitudes and for providing opportunities for students of all abilities to demonstrate skills and techniques (Bates, 1978), it appears that students fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984)
Key words: educational methods, philosophy, research methodology, instructional design, classroom techniques, concept formation, constructivism, control groups, qualitative research
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