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ERIC Number: EJ923486
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1756-1108
A Comparative Study of Traditional, Inquiry-Based, and Research-Based Laboratory Curricula: Impacts on Understanding of the Nature of Science
Russell, Cianan B.; Weaver, Gabriela C.
Chemistry Education Research and Practice, v12 n1 p57-67 2011
We explored the impact of laboratory curriculum on students' understanding of the nature of science at five US universities. The specific curricula studied were traditional (verification), inquiry-based, and research-based. The inquiry curriculum was Inquiries into Chemistry, and the research-based curriculum was developed by the Center for Authentic Science Practice in Education (CASPiE). Our findings suggest that laboratory curriculum is a strong factor in the development of students' discussions of theories and their conceptions of creativity in science. Students in the research-based laboratory curriculum demonstrated the most gains as a result of their laboratory when compared to their counterparts in the traditional and inquiry-based laboratories. (Contains 2 tables.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; New York; United States