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Laboratory experiences play a substantial role in most high school science courses, and many teachers believe the number of labs they offer is a measure of the quality of their curriculum. While some teachers believe labs are meant to confirm concepts taught during lectures, others feel labs should address students' everyday beliefs about the world. Still other teachers emphasize learning of the scientific method and laboratory techniques.1 Accordingly, many articles offer advice on “effective” pedagogical practices.2–5
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Maltese et al. (2010) studied this question.
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