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  Home > JCE Print > Journal of Chemical Education > Issues > 1999  > January  >
Research: Science and Education
A Content Analysis of General Chemistry Laboratory Manuals for Evidence of Higher-Order Cognitive Tasks
Daniel S. Domin
University of Wisconsin-Fox Valley, Department of Chemistry, 1478 Midway Rd., Menasha, WI 54952-8002
Cover
January 1999
Vol. 76 No. 1
p. 109
Abstract
The science laboratory instructional environment is ideal for fostering the development of problem-solving, manipulative, and higher-order thinking skills: the skills needed by today's learner to compete in an ever increasing technology-based society. This paper reports the results of a content analysis of ten general chemistry laboratory manuals. Three experiments from each manual were examined for evidence of higher-order cognitive activities. Analysis was based upon the six major cognitive categories of Bloom's Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The results of this study show that the overwhelming majority of general chemistry laboratory manuals provide tasks that require the use of only the lower-order cognitive skills: knowledge, comprehension, and application. Two of the laboratory manuals were disparate in having activities that utilized higher-order cognition. I describe the instructional strategies used within these manuals to foster higher-order cognitive development.
More Information
*  Citation
 Domin, Daniel S. J. Chem. Educ. 1999 76 109.
*  Keywords
 Introductory / High School Chemistry; Chemical Education Research; Laboratory Instruction; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 15, 1999
June 22, 2005
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