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The authors report on one of a series of studies related to seeking a more effective role for laboratory experience in science instruction. This particular study addresses the status of laboratory based instruction in chemistry at the beginning college level for majors and nonmajors. The study is of interest to those who seek effective means of reforming beginning college level chemistry instruction in ways that give greater emphasis to laboratory based experiences.
The study sample consists of 24 college chemistry instructors, and 3000 students from 24 laboratory sessions in 16 institutions of higher education (IHE) located throughout 5 states in the Northeast region of the U.S. An additional IHE in Germany was included for purposes of comparison because of the knowledge that the approach to chemistry instruction in Germany differed substantially from those practiced in the U.S.
Pre-, post and actual laboratory sessions were videotaped. Teaching behaviors were analyzed and categorized using the validated MR-STBI (Modified-Revised Science Teacher Behavior Inventory). The fit between instructors' expectations and students' cognitive levels were also examined.
This study describes 15 behaviors most and least frequently practiced; a comparison between U.S. and german instruction; and recommendations for instructional reform in the U.S.
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