Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/293
Title: 
Authors: 
Issue Date: 
2002
Citation: 
Teaching and Learning, 23(1), 69-75
Abstract: 
Students find qualitative analysis practical work difficult and are often uncertain about
what they are doing in the laboratory. Students need to have tacit knowledge of the
phenomena and reagents involved in qualitative analysis to understand the reactions that occur and the results that they get doing the experiments. Teachers also need to make explicit the links between the theory that students learn in class and the practical work that students do. In addition, teachers need to model the metacognitive strategies that students
need in qualitative analysis practical work.
URI: 
ISSN: 
0129-7112
Appears in Collections:Journal Articles - Teaching and Learning

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