SOLO taxonomy supporting practical chemistry instruction

Abstract

This article is based on a doctoral dissertation (Tomperi, 2015) which examines the design and development process of a STEM professional training course implementing SOLO taxonomy. SOLO taxonomy provides a common language for teachers to construct knowledge collaboratively. In the created research-based training model the modification of laboratory assignments in chemistry books into inquiry tasks using SOLO taxonomy preceded the enactment phase in the classroom. According to research, it is well known that a conceptual change will not take place until teachers practice new teaching strategies and experience how the created new material supports student learning.