Publication 7254

Lewicki D. (1997) A case study of the effects of a constructivist method of instruction in general chemistry laboratory on conceptual change and knowledge construction among college students. In: Abrams R. (ed.) Proceedings of the Fourth International Misconceptions Seminar: From misconceptions to constructed understanding, 13–15 June 1997. The Meaningful Learning Research Group, Santa Cruz CA: **MISSING PAGES**. Fulltext at https://cepa.info/7254
This paper deals with the qualitative aspects of a larger study of the effects of constructivist and traditional teaching methods on achievement, conceptual change, attitude and perception of college students in the general chemistry laboratory (Lewicki, 1993). Specifically, six case studies that relate to conceptual change and knowledge construction will be presented and discussed. 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 may fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984).

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