A fundamental purpose of practical work, in the teaching and learning of science content, is to help students make links between the real world of objects, materials and events, and the abstract world of thought and ideas. This study aims at investigating the relationships between practice (contexts of labwork) and theory (chemistry verbalized knowledge) during laboratory activities. Data were extracted from videotapes taken during chemistry labwork with “high performing” high school students’ groups. The analysis used the category-based analysis of videotapes method (CBAV) based on the work of Niedderer, Tiberghien, Buty, Haller, Hucke, Sander, Fischer, Schecker, Aufschnaiter and Welzel. This method analyses the effectiveness of labwork by determining time budgets in different lab contexts (such as working with the labguide, using paper and pencil, manipulating apparatus, taking measurements), as well as of knowledge verbalization (such as chemistry knowledge or technical knowledge). The results of the analysis allowed for: (a) mapping the time that the students’ groups are devoted working within the different contexts and the different kind of knowledge verbalization during labwork and (b) investigating the contribution of different contexts of labwork to the amount of students’ verbalisations of knowledge of chemistry. The study concludes with a discussion and recommendations for future research.
|Keywords:||Practical Work, Labwork Contexts, Verbal Knowledge, Laboratory Activities, School Science, Chemistry Education|
Lecturer, University of Aegean, Rhodes, Rhodes, Greece
Teacher, Upper Secondary Education, Rhodes, Rhodes, Greece
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