Student absences during learning cycle phases: a technological alternativefor make-up work in laboratory based high school chemistry

Absences from school present a major obstacle to students' gaining understa ndings of concepts developed in class. Moreover, teachers' finding effectiv e ways for students to make up missed work is a continual problem, especial ly for laboratory-based science classes. In an exploratory study, we invest igated an alternative procedure for making up missed class work: viewing a quasi-interactive videotaped presentation of missed portions of a learning cycle in chemistry. Two treatment groups were involved. One group of studen ts completed data sheets while watching a videotape, then wrote answers to questions posed by the videotaped instructor. This procedure simulated make -up work. A second group of students participated in a conventional learnin g cycle: exploration, conceptual invention and concept application. Results demonstrate that teachers can videotape investigations to conveniently and effectively use as make-up assignments for a chemistry learning cycle.