Abstract
Teachers in biology, chemistry, geology or physics are unanimous to recognise that labwork is indispensable to teach their discipline. Labwork has to do with conceptual learning, but not only: by an experimental activity, numerous types of non-conceptual learning is possible. A goal of research in Science Education is a better understanding of all the possible types of learning. It is in fact the goal aimed at by 7 research teams who have been funded by DGXII of the European Commission (1996–98). Different tools of description of the current practice in Europe have been developed. Through 23 case-studies, the richness of usual or innovative teaching is elicited. It makes possible to identify the variety of possible objectives for labwork as a basis to establish criteria of effectiveness. One of the benefit of labwork is privileged in our studies: the image of science linked to labwork. It is topic of a specific survey.
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Séré, MG. (1999). Learning Science in the Laboratory: Issues raised by the European Project ‘Labwork in Science Education’. In: Bandiera, M., Caravita, S., Torracca, E., Vicentini, M. (eds) Research in Science Education in Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9307-6_21
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DOI: https://doi.org/10.1007/978-94-015-9307-6_21
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