in teaching and learning chemistry
One of my publications is:
Taber, K. S. (2015). The role of 'practical' work in teaching and learning chemistry. School Science Review, 96(357), 75-83
Abstract
This article sets out to consider what we might mean by 'practical' work, and the different purposes we might have for laboratory activities, in teaching chemistry. One common aim for student practical work is to support the learning of chemical concepts, but both the nature of chemical ideas and the demands of undertaking laboratory work can act as barriers to effective learning. The article analyses one common chemistry practical to illustrate why learning from student laboratory work can be challenging for students. Suggestions are offered for the effective use of chemistry practical work.
Contents:
- Active learning, practical work and laboratory work
- Purposes of laboratory work
- Authentic learning of the nature of science in the chemistry laboratory
- The challenge of learning from laboratory work
- Student practical work or teacher demonstration?
- When should student practical work be used in teaching chemistry?
- Using practical work to introduce phenomena to motivate the need for theory
- Conclusion
A Venn diagram showing the relationship between some types of activities in chemistry lessons 
Making sense of neutralisation at two levels 
Making sense of crystallisation at two levels 
Practical 'hand-outs' can support students in appreciating the logic of a procedure and help them to focus on making observations and drawing inferences
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