Characterization of the learning environment in a general chemistry laboratory through social research methods

Abstract

From a critical view point of process-product paradigm, which accepts a causal relationship between learning process design and its classroom development, the characterization of Learning Environments as requirement for educational innovations assessment is considered. In this paper, research methods from Social Sciences as those inspired in the Grounded Theory have been applied to experimental learning environments. Students generated questions during laboratory sessions and self-reports have been analyzed by means of a case study in order to propose a framework to assess these learning environments. The results justify the use of suggested methodology since they are significantly contradictory with the ones from a questionnaire based on the well known Science Laboratory Environment Inventory.