The Chemical Educator
ISSN: 1430-4171 (electronic version)
Abstract Volume 12
Issue 2 (2007) pp 125-130
Experimental Practical Activities In Scientific Education
M. Gabriela Lorenzo* and Alejandra M. Rossi
Center for Research and Support of Scientific Education (CIAEC, Centro de Investigación y Apoyo a la Educación Científica). Department of Organic Chemistry I, School of Pharmacy and Biochemistry, University of Buenos Aires. Junín 956 (1113) Buenos Aires, Argentina, firstname.lastname@example.org
Published online: 1 April 2007
Abstract. In this paper we offer the results of our research on experimental practical activities (from now on referred to as TPEs from its acronym in Spanish: trabajos prácticos experimentales) performed within the framework of the Science among Everyone Program. Our goal was to understand professors’ perceptions about these practical activities (and if their ideas differ depending on their area of teaching, the level of education they teach, or their own experience) as well as to describe the situation regarding the performance of these TPEs in schools. We surveyed 51 teachers of natural sciences who participated in our recruitment sessions. Our results showed that TPEs are an important activity in practice, as well as in relation to assumptions about science teaching and learning. The most recurrent assumption considers TPEs as a tool that enhances students’ enthusiasm and motivation and that, therefore, it also helps the teacher to show and explain concepts.
Key Words: Of Special Interest; organic chemistry; computational chemistry; nanostructures
(*) Corresponding author. (E-mail: email@example.com)
Supporting Materials:The survey designed to be answered in writing in order to determine the teachers’ assumptions about the TPEs is included as supporting material (78 KB).
Issue date: April