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  Home > JCE Print > Journal of Chemical Education > Issues > 1999  > January  >
Research: Science and Education
Constructivism: The Implications for Laboratory Work
Thomas W. Shiland
Saratoga Springs Senior High School, 186 West Avenue, Saratoga Springs, NY 12866
Cover
January 1999
Vol. 76 No. 1
p. 107
Abstract
An explicit theory of constructivism for science education is defined using references from the literature. This theory is used to suggest ways to modify laboratory activities to increase student understanding. Modification is suggested as a practical alternative to completely rewriting laboratory activities in a guided-discovery or full-inquiry format. The theory is shown to be consistent with generalizations derived from the classroom examples given in National Science Education Standards in the United States and a related document, NSTA Pathways to the Science Standards. It is argued that explicit theories of education with specific implications are useful to the classroom teacher, as they allow use, discussion, and modification.
Supplement
The experimental procedures are available as a pdf document, which can be read using Adobe Acrobat. The laboratory has also been compressed into a sit file (for Macintosh) and a zip file (for Windows). The text is a Microsoft Word document and the suggested grading scales for reports are Adobe Tables.
*  Contents
*  Download supp107.pdf
supp107.sit
supp107.zip
More Information
*  Citation
 Shiland, Thomas W. J. Chem. Educ. 1999 76 107.
*  Keywords
 Laboratory Instruction; Chemical Education Research; Introductory / High School Chemistry; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 15, 1999
June 22, 2005
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