A Model of Teaching-Learning Process in Chemistry Lab Instruction

This study investigated the teaching practices employed by the faculty of the Lyceum University System in teaching chemistry laboratory in order to attain the seven goals of science laboratory instruction: a) mastery of subject matter, b) scientific reasoning, c) understanding complexity and ambiguity of empirical work, d) practical skills, e) understanding the nature of science, f) interest in science and in learning science, and g) teamwork skills. It also determined the extent by which the attainment of the goals of science laboratory instruction was manifested in the students' a) attitude and motivation, b) laboratory skills and c) achievement. Finally, a proposed model of a teaching-learning process in chemistry laboratory instruction was developed based on the identified best teaching practices.