Learning how much about gases using MBL? A case study from a chemistry classroom

Abstract

Chemistry learning with understanding is a challenge. From a social constructivist position we view students ‘chemistry learning from experiments as involving the shared negotiation of meaning that uses experimental data to confirm or challenge their existing scientific theories. This study investigated teaching and learning practices related to the use of MBL in a high school chemistry laboratory where students were studying gases and kinetic theory. Given the widely accepted view that the use of such technology is a ‘cure-all’ for educational problems, the learning of students as a consequence of their use of this technology might be considered disappointing. We find that little or no higher order thinking was employed as students engaged in using the MBL and that some alternative conceptions remained unchallenged through its use. It is necessary to consider the positioning of the computer in the group and experimental context if the promise of the use of such technology is to be fulfilled.