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Original Articles

Laboratory work as scientific method: three decades of confusion and distortion

Pages 115-135 | Published online: 29 Sep 2006

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (47)

Niklas Gericke, Per Högström & Johan Wallin. (2023) A systematic review of research on laboratory work in secondary school. Studies in Science Education 59:2, pages 245-285.
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Bing Wei & Yue Chen. (2020) The meaning of ‘experiment’ in the intended chemistry curriculum in China: the changes over the period from 1952 to 2018. International Journal of Science Education 42:4, pages 656-674.
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Mark B. Moldwin. (2018) Dorm Room Labs for Introductory Large-Lecture Science Classes for Nonscience Majors. Journal of College Science Teaching 47:5, pages 36-41.
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Bing Wei & Xiaoxiao Li. (2017) Exploring science teachers’ perceptions of experimentation: implications for restructuring school practical work. International Journal of Science Education 39:13, pages 1775-1794.
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Jisun Park, Ian Abrahams & Jinwoong Song. (2016) Unintended knowledge learnt in primary science practical lessons. International Journal of Science Education 38:16, pages 2528-2549.
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Keith Weber, Matthew Inglis & Juan Pablo Mejia-Ramos. (2014) How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition. Educational Psychologist 49:1, pages 36-58.
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Maria Ampartzaki, Maria Kypriotaki, Catherine Voreadou, Antonia Dardioti & Iasmi Stathi. (2013) Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood. Educational Action Research 21:1, pages 4-27.
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Yi-Fen Yeh, Tsung-Hau Jen & Ying-Shao Hsu. (2012) Major Strands in Scientific Inquiry through Cluster Analysis of Research Abstracts. International Journal of Science Education 34:18, pages 2811-2842.
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Clare Valerie Bell & Arthur Louis Odom. (2012) Reflections on Discourse Practices During Professional Development on the Learning Cycle. Journal of Science Teacher Education 23:6, pages 601-620.
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Mandy Biggers & Cory T. Forbes. (2012) Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum. International Journal of Science Education 34:14, pages 2205-2229.
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Karenann Jurecki & Matthew C. F. Wander. (2012) Science Literacy, Critical Thinking, and Scientific Literature: Guidelines for Evaluating Scientific Literature in the Classroom. Journal of Geoscience Education 60:2, pages 100-105.
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J.M. Baseya & C.D. Francis. (2011) Design of inquiry-oriented science labs: impacts on students’ attitudes. Research in Science & Technological Education 29:3, pages 241-255.
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Carolyn Yvonne Haslam & Richard Joseph Hamilton. (2010) Investigating the Use of Integrated Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science. International Journal of Science Education 32:13, pages 1715-1737.
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Ville Nivalainen, Mervi A. Asikainen, Kari Sormunen & Pekka E. Hirvonen. (2010) Preservice and Inservice Teachers’ Challenges in the Planning of Practical Work in Physics. Journal of Science Teacher Education 21:4, pages 393-409.
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Anne Hume. (2009) Promoting higher levels of reflective writing in student journals. Higher Education Research & Development 28:3, pages 247-260.
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Aik‐Ling Tan. (2008) Tensions in the Biology Laboratory: What are they?. International Journal of Science Education 30:12, pages 1661-1676.
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May May-hung Cheng. (2008) Identifying Strategies to Support Junior Secondary Students to Engage in Scientific Investigation Tasks. Canadian Journal of Science, Mathematics and Technology Education 8:2, pages 99-120.
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Anne Hume & Richard Coll. (2008) Student Experiences of Carrying out a Practical Science Investigation Under Direction. International Journal of Science Education 30:9, pages 1201-1228.
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Roland M. Schulz. (2007) Lyotard, Postmodernism and Science Education: A Rejoinder To Zembylas. Educational Philosophy and Theory 39:6, pages 633-656.
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Jan van Aalst & Michael Cummings. (2006) Implementing knowledge building: Analysis of a face‐to‐face discussion by grade‐four students. Canadian Journal of Science, Mathematics and Technology Education 6:4, pages 351-368.
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Koen Veermans, Wouter van Joolingen & Ton de Jong. (2006) Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain. International Journal of Science Education 28:4, pages 341-361.
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V. O. Snow, Jacqueline Rowarth, Jacqueline Rowarth & Jacqueline Rowarth. (2006) Book reviews. New Zealand Journal of Crop and Horticultural Science 34:1, pages 101-107.
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Esin Sahin Pekmez, Philip Johnson & Richard Gott. (2005) Teachers’ understanding of the nature and purpose of practical work. Research in Science & Technological Education 23:1, pages 3-23.
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Georgios Tsaparlis & Marianna Gorezi. (2005) A modification of a conventional expository physical chemistry laboratory to accommodate an inquiry/project‐based component: Method and students' evaluation. Canadian Journal of Science, Mathematics and Technology Education 5:1, pages 111-131.
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Mavis Haigh, Bev France & Mike Forret. (2005) Is ‘doing science’ in New Zealand classrooms an expression of scientific inquiry?. International Journal of Science Education 27:2, pages 215-226.
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Larry Bencze & Leo Elshof. (2004) Science teachers as metascientists: an inductive–deductive dialectic immersion in northern alpine field ecology. International Journal of Science Education 26:12, pages 1507-1526.
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Nathalie Lemelin & Larry Bencze. (2004) Reflection‐on‐action at a science and technology museum: Findings from a university‐museum partnership. Canadian Journal of Science, Mathematics and Technology Education 4:4, pages 467-481.
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Jari Lavonen, Johanna Jauhiainen, Ismo T. Koponen & Kaarle Kurki‐Suonio. (2004) Effect of a long‐term in‐service training program on teachers' beliefs about the role of experiments in physics education. International Journal of Science Education 26:3, pages 309-328.
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Luis Marques, Joäo Praja & David Thompson. (2002) Practical Work in Earth Sciences Education: An experience with students in the context of a National Science Programme in Portugal. Research in Science & Technological Education 20:2, pages 143-164.
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BrianE. Woolnough. (2001) What Really Happens When Pupils ‘Do Science’— And How We Can Find Out?. Studies in Science Education 36:1, pages 162-168.
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Julian Swain, Martin Monk & Sally Johnson. (2000) Developments in science teachers' attitudes to aims for practical work: continuity and change. Teacher Development 4:2, pages 281-292.
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PatriciaM. Rowell, BrendaJ. Gustafson & SandraM. Guilbert. (1999) Engineers in Elementary Classrooms: perceptions of learning to solve technological problems. Research in Science & Technological Education 17:1, pages 109-118.
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SharonP. Fraser & ElizabethM. Deane. (1999) Educating Tomorrow's Scientists: IT as a tool, not an educator. Teaching in Higher Education 4:1, pages 91-106.
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Fred Lubben & Judith Bennett Ramsden. (1998) Assessing pre‐university students through extended individual investigations: teachers’ and examiners’ views. International Journal of Science Education 20:7, pages 833-848.
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JamesF. Donnelly. (1998) The place of the laboratory in secondary science teaching. International Journal of Science Education 20:5, pages 585-596.
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PatriciaM. Rowell. (1997) Learning in School Science: The Promises and Practices of Writing. Studies in Science Education 30:1, pages 19-56.
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Cornelia Stiller & Matthias Wilde. Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation. The Journal of Experimental Education 0:0, pages 1-22.
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