Laboratory work as scientific method: three decades of confusion and distortion

Abstract The justification advanced by teachers and curriculum developers for investing so much time, energy and resources in laboratory work in school science courses almost invariably includes the claim that it provides students with insight into, and experience and practice of, the methods of science. This paper traces the changing nature of laboratory work from the 1960s to the present, from discovery learning to process‐led science to contemporary constructivist approaches, and argues that each of these styles of laboratory work has seriously misrepresented and distorted the nature of scientific inquiry. Some suggestions are made for the re‐orientation of laboratory work to ensure that it projects an image of science that more faithfully reflects actual scientific practice. Additional informationNotes on contributorsDerek Hodson Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education, 252 Bloor St West, Toronto, Ontario M5s 1v6, Canada. His interests are science and technology education and the education of teachers.