Evaluating students’ learning from laboratory investigations

Abstract

The concept of investigation is a central concept in science. Throughout the centuries, both the meaning of the concept and the characteristics of the processes associated with a scientific investigation have been strongly dependent on the dominant views of science. Nowadays, scientific investigation should be conceptualized as a problem-solving activity. Within the context of Science Education, laboratory investigations have had no clear meaning and been often non-differentiated from other types of laboratory activities. Laboratory investigations should be conceptualized as problem solving activities enabling students to both develop different types of knowledge (conceptual, procedural and attitudinal knowledge) in an integrated way and get into contact with the methods of science. Hence, the evaluation of students’ learning from laboratory investigations should concentrate on all these dimensions and be consistent with the holistic nature of this type of laboratory activity. Thus, the objective of this paper is to discuss the evaluation of students’ learning from laboratory investigations focusing on both the issues that can be evaluated in the different phases of an investigation and how those issues can be evaluated.