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Thinking and understanding in qualitative analysis practical work
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.
Date Issued
2002