The role of the experiment in science education

The article focuses on defining the role of demonstration in general and experiments in particular in science education at the high school level, on the basis of psychological data and recent conceptions about the nature of science. It is argued that experiments play a restricted role in transmitting knowledge, but may be used as deductions demonstrating concepts; they are useless or harmful in teaching problem-solving but important as aids in testing alternative solutions and in training specific scientific skills; and finally, they are not the best means for evoking and maintaining curiosity in adolescents. Special consideration is paid to the role of concepts and concretizations in science, adolescent thinking and science instruction.