Laboratory-based activities have been shown to be important and valuable learning opportunities in high school chemistry. However, there are different costs associated with laboratory-based learning, such as money, time and space. By gaining a better understanding of cost in the laboratory setting, the impact of cost on chemistry teachers’ laboratory practices can be evaluated. This project studied Iowa secondary chemistry teachers’ classroom laboratory teaching practices and how the teachers perceive laboratory-related costs in their classrooms. It aims to understand how the various costs may impact laboratory teaching practices. An online survey and semi-structured phone interviews were used in an effort to better understand the role of cost in the chemistry classroom laboratory setting. A majority of teachers reported that they incorporate laboratory-based activities three to five times per month, though many teachers also stated that they sometimes use computer simulations or teacher demonstration in place of a laboratory-based activity. Teachers indicated that their laboratory teaching practices are sometimes influenced by the materials readily available to them. Nearly all respondents claim to have spent personal funds on laboratory materials. Additional findings will be presented on the poster. Based on the findings, recommendations are made to encourage the use of laboratory-based activities in high school chemistry.

Impact of cost on chemistry laboratory teaching practices

249th National Meeting (2015)

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