Logical processes in experimental contexts and chemistry teaching

The aim of this investigation was to ascertain the extent to which students between the ages of 15 and 17 use logic in an experimental context, to verify whether laboratory practice influenced their performance, to gather information both on the logical processes they follow and how much they rely on logic to make a decision. The type of problem administered regarded a very simple experimental situation but required the students to select the correct explanation through the use of the logical inconsistencies they found. The results obtained seem to indicate that laboratory practice, at least as it is currently performed, does not help students to select among different acceptable explanations on a logical basis. On the contrary, their previously acquired information induces them to select those explanations that seem more familiar to them, even when these are at variance with experimental data. The conclusion of this study is that more attention needs to be paid to the logical processes of our students and that the use of logic must become a main part of our teaching.