Learning at the Macro Level: The Role of Practical Work

Abstract

Contact with concrete examples of substances, their reactions and other properties, through the laboratory and other practical activities, is an integral part of chemical education. In this chapter, attention is paid to alternatives to the expository instruction, which has been criticized for placing little emphasis on thinking. Consideration is given to inquiry and project-based laboratories, problem solving, context-based approaches and student cooperative practical activities. Central to laboratory work is the proper observation of phenomena. Content knowledge is crucial for the proper interpretation of observations. On the other hand, failure by students to notice or record all observations, as well as overloading of working memory are main problems. Methods are discussed for directing students’ attention to the important observational stimuli in experiments; demonstrations are particularly helpful in this. Concrete experiences may be a prerequisite for a conceptual understanding of chemistry, but this understanding is eventually provided through the submicroscopic and symbolic levels. Connection of the macro level with the other two levels is an integral but difficult task. Ways to achieve the desired macro to submicro and symbolic transition are given consideration; history of science can be of great value here. The chapter concludes with some future perspectives for practical work.