Teaching and Learning in the School Chemistry Laboratory / Avi Hofstein and Muhamad Hugerat.

Cover
Preface
Biographies
Contents
Chapter 1 The Role of the Laboratory in Chemistry Teaching and Learning
1.1 Introduction
1.1.1 Prolog
1.1.2 The History of the Laboratory in Chemistry Education
1.1.3 Research-based Ideas Related to Learning in and from the Science Laboratory: 60 Years of Development of Goals, Practice an
References
Chapter 2 How are Chemistry Laboratories Conducted?
2.1 Introduction
2.1.1 Teaching and Learning in Chemistry Laboratory Classes
2.1.2 Phases in the Practical Experience (Actual Experimentation)
2.1.3 The Educational Effectiveness of Different Modes of Instruction in the Chemistry Laboratory
2.1.4 Different Types of Experimentation
2.1.5 The Inquiry Cycle Model
2.1.6 Organizing the Work in the Laboratory Classroom
2.1.7 Summary
2.2 The Cognitive Acceleration Curriculum as a Tool for Overcoming Problems and Barriers in the Implementation of an Inquiry-typ
2.3 Teaching through Inquiry to Improve Higherorder Thinking Skills (HOTS)
2.4 Teacher Demonstrations in the Chemistry Laboratory
2.5 The Chemistry Laboratory as a Tool to Make Chemistry Learning More Relevant
2.6 Sustainability of the Extracurricular (Outdoor) Chemistry Laboratory
2.6.1 The Benefits of Learning in an Extracurricular Environment
2.6.2 A Pedagogical Model for Learning in an Extracurricular Environment
2.6.3 The Extracurricular Learning Environment and Meaningful Learning
References
Chapter 3 The Chemistry Laboratory: From Theory to Practice
3.1 Introduction
3.2 Developing Learning Skills Using Teacher Demonstrations
3.3 CASE vs. New Outlook Teaching Models in the Chemistry Laboratory
3.4 HOTS in the Laboratory
3.4.1 Task 1
3.4.2 Task 2
3.4.3 Task 3
3.5 Making Chemistry Learning More Relevant to Students
3.5.1 The Low Relevance Approach (LRA).

3.5.2 The High Relevance Approach (HRA)
3.6 Sustainable Outdoor Practical Laboratory Activities
3.6.1 Outdoor Electrolysis Experiments Using a Solar Panel
3.7 Microscale Chemistry Experiments
3.7.1 Less Is More! Development of Sustainable Microscale Experimentation
3.7.2 Low-cost Experiments
3.7.3 How Does It Work?
3.7.4 Consecutive Microscale Reactions
3.7.5 Teacher Professional Development Workshop
3.7.6 Microscale Solvated Electron
3.8 Using Web-based Learning in the Chemistry Laboratory
References
Chapter 4 Assessing Students in the Chemistry Laboratory
4.1 What Happens in the Laboratory?
4.1.1 The Student's Behavior, Performance and Learning
4.2 Assessing Students' Performance and Achievements in the Chemistry Laboratory: The Use of Different Assessment Modes
4.2.1 Introduction
4.2.2 Written Evidence
4.2.3 Practical Examinations
4.3 Continuous Assessment
4.4 Development and Implementation of Assessment Tools for Inquiry-oriented Chemistry Laboratories
4.5 Students' Attitudes, Interests and Perceptions Regarding Learning in and From the Chemistry Laboratory
4.6 Measuring the Students' Perception of the Classroom Chemistry Laboratory Learning Environment
References
Chapter 5 Teacher and Student Behavior in the Chemistry Laboratory
5.1 Introduction
5.2 Roles of the Students and Teacher in the Chemistry Laboratory
5.3 The Teacher's Behavior in the Science Laboratory
5.4 The Type of Experiment Implemented: The Chemistry Laboratory Guide
5.5 Teachers' Professional Development for Teaching in the Chemistry Inquiry Laboratory: An Evidence-based Approach
5.6 Students' Behavior in the Chemistry Laboratory
5.6.1 Different Practical Experiences for Different Student Characteristics.

5.6.2 Students' Attitudes toward Laboratory Work and Their Perceptions of the Laboratory Learning Environment
5.7 Potential Objectives, Ideas, and Skills for Teachers and Students in Chemistry Laboratory Classes
5.8 Strategies for Effective Teaching in the Laboratory Class: The Teacher's Role
5.9 Summary
References
Chapter 6 New Learning Goals in the Chemistry Laboratory in a New Era
6.1 Research-based Ideas Related to Learning in and from the Chemistry Laboratory
6.2 'New' Goals for Learning in and from the Chemistry Laboratory: Goals for Life
6.2.1 Introduction
6.2.2 Argumentation in the Science Laboratory
6.2.3 Asking Relevant and Higher-order Questions in the Science Laboratory
6.2.4 Development of Metacognitive Skills in an Inquiry-type Science (Chemistry) Laboratory
6.2.5 Researching the Chemistry Laboratory for the Development of Metacognitive Skills
6.2.6 From Theory to Practice: Developing Metacognitive Skills in an Inquiry Laboratory-A Case Study
6.3 Summary
References
Chapter 7 Epilogue: The Future of Chemistry Laboratories
7.1 Laboratories Move into Public Spaces
7.2 Laboratories Go Greener
7.3 Laboratories Go Nano
7.3.1 Example I: Demonstration of Drug-loaded Nanoliposomes
7.3.2 Example II: Hydrophilic and Hydrophobic Chemistry Laboratory
7.4 Argumentation-A Future Tool in the Laboratory
7.5 Laboratories in Space
7.5.1 Candles in Space
7.5.2 Examples from Israel
7.5.3 The Future of Space Laboratories
7.6 Summary
References
Subject Index.