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  Home > JCE Print > Journal of Chemical Education > Issues > 2004  > November  >
Chemical Education Today
Commentary
What's Wrong with Cookbooks? A Reply to Ault
Kereen Monteyne
Department of Chemistry and Biochemistry, California State University–Fullerton, Fullerton, CA 92834

Mark S. Cracolice
Department of Chemistry, University of Montana, Missoula, MT 59812

Cover
November 2004
Vol. 81 No. 11
p. 1559
Abstract
The controversy about inquiry labs relative to traditional cookbook verification labs is apparently far from over. Verification labs have long been criticized as leading only to poor learning and poor attitudes regarding science among students doing this type of lab work. Conversely, inquiry labs have been shown to engender better conceptual understanding, investigative skills, and cognitive development among students doing inquiry lab work. Despite significant studies in the literature establishing the effectiveness of inquiry labs in comparison with verification labs, the use and dissemination of cookbook labs is still prevalent in many high school and college institutions. This commentary aims to counter Ault's argument that cookbook-type labs should have a place in the science curriculum.

See Ault's Reply.
More Information
*  Citation
 Monteyne, Kereen; Cracolice, Mark S. J. Chem. Educ. 2004 81 1559.
*  Keywords
 Chemical Education Research; Curriculum; Inquiry-Based / Discovery Method; Laboratory Instruction; Teaching / Learning Theory / Practice
*  History
 Created:
Last Updated:		 September 27, 2004
October 4, 2004
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