The laboratory in science education: the state of the art

435 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, result): “In contrast, traditional laboratories that confirm the knowledge students may already possess do not appear to increase their understanding or retention (Gabel, 1999; Hart et al., 2000; Hofstein and Mamlok-Naaman, 2007).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, methodology): “As recommended by Hox ( 2002 ), a variable was considered to have a small effect if it explained 1% variance, a medium effect if it explained 10% variance, and a large effect if it explained 25% variance.”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, neutral): “…hands-on experiences in the science laboratory play a central role (arguably the central role) in scientific education (Hofstein & Lunetta, 2004; Hofstein & Mamlok-Naaman, 2007; Lunetta, Hofstein, & Clough, 2007; Ma & Nickerson, 2006; Satterthwait, 2010; Singer, Hilton, & Schweingruber, 2006;…”