Abstract
This paper presents some results of a research carried out in Lebanon with grade 7 students in order to test the effects of the implementation of a labwork as MBL (Microprocessor Based Laboratory) against two other more classic methods (presentation of labwork, traditional labwork). The apprenticeship course focuses on the concept of chemical reaction and especially here on some language aspects of learning. More specifically, this paper is based on a comparison between the data of the pre-test and posttest to represent the chemical reaction. Some results are consistent with a positive effect of the modality of MBL work.
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