Most chemistry educators consider laboratory instruction to be an essential component of chemistry education. They believe that hands-on experimentation provides a unique opportunity for students to gain a deeper understanding of chemistry, as well as enabling authentic assessment of their chemistry knowledge. Students’ attitudes, interests, and perceptions are all influenced by their laboratory experiences. Skills to be gained, concepts to be mastered, and understanding the nature of the scientific enterprise are often cited as some objectives of the laboratory’s role. Many different approaches have been proposed, implemented, and evaluated for students of all ages. This paper will explore some of the changes in laboratory instruction that have occurred during the last half-century, including research on the intent and effectiveness of the transition from verification activities to student-designed experiments. Misconceptions about the design and role of the modern teaching laboratory curricula are also addressed.

Laboratory instruction: Less verification, more discovery

249th National Meeting (2015)

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