What is the purpose of this experiment? Or can students learn something from doing experiments?

By C. Hart, Pamela Mulhall, A. Berry, J. Loughran, R. Gunstone. 2000

302 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e07956973d9aba11b97f24f9d09747808c3fd7ec

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning (2010, methodology): “In the science classroom, where experiments are most often used to illustrate rather than derive a principle ( Carey et al, 1989 ; Hart, Mulhall, & Berry, 2000 ), interpretation is often a crude form of overgeneralization: “These heavy blocks sank therefore buoyancy depends on mass.”
Taiwanese science students' and teachers' perceptions of the laboratory learning environments: Exploring epistemological gaps (2003, background): “Their purposes for laboratory activities were more oriented to the ‘aims’ of laboratory exercises, as defined by Hart et al. (2000).”
Lab Work and Learning in Secondary School Chemistry: The Importance of Teacher and Student Interaction (2010, background): “Some case studies show that the teacher’s objectives play important roles ( Hart et al. 2000; Lewis 2002).”
Analysis of students' assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards (2002, background): “For example, because the positive effects of providing students with a clear understanding of the purpose of an activity have been repeatedly confirmed by research (Wise & Okey, 1983; Hart, Mulhall, Berry, Loughran, & Gunstone, 2000 ), materials are examined for whether they attempt to make their p”
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).”