Teaching and Learning Chemistry in the Laboratory. A Critical Look at the Research

Resumen

For more than 100 years, teachers in British schools have been encouraged to give practical work 1 a central role in science education, though this tradition is not so well established everywhere (Gee & Clackson, 1992; Jenkins, 1979; Lock, 1988). Not surprisingly, those countries with a strong and continuing tradition of practical work generate the most rigorous and vigorous criticism of its rationale and practice. These criticisms should be regarded with extreme caution.