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Laboratory Class: Method in Teaching Science
This document discusses the pedagogical context and goals of science laboratory instruction. It explains that science laboratories allow students to engage in guided inquiry, collect and analyze data, and develop explanations through hands-on activities. The document outlines several major goals for students, including developing conceptual understanding and scientific skills. It also discusses challenges of laboratory instruction and strategies to address them, such as preparation, alternative plans, and emphasizing that mistakes can lead to discovery.
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Introduction to the scientific context emphasizing science laboratories as a pivotal learning environment.
Science laboratories as guided inquiry settings provide hands-on learning for students and facilitation methods for teachers.
Laboratories enhance student interaction, support concept development, and clarify complex topics through experimentation.
Students engage with evidence, formulate, evaluate, and communicate scientific explanations based on data.
Key strategies for effective teaching include context provision, eliciting prior knowledge, and ensuring meaningful engagement with activities.
Preparation steps include completing pre-class tasks, understanding theory, practicing experiments, and guiding report writing.
Outcomes focus on data manipulation, problem-solving through experimentation, group collaboration, and effective communication of findings.
Utilizing inquiry rating scales to assess lab effectiveness and embracing hands-on learning through personal participation.
Challenges faced in labs include student behavior, resource availability, and logistical constraints affecting instruction.
Addressing instructional challenges requires improvisation, planning backups, and thorough preparation of experiments.
Mistakes are pivotal in scientific discovery, highlighting the importance of resilience in the learning process.
References providing foundational literature and resources related to effective teaching in scientific laboratories.
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Laboratory Class: Method in Teaching Science
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- 3. SCIENCE LABORATORY: A Formof Instruction • group or individual activity • carefully designed guided inquiry questions – often executed in a laboratory room
- 4. What Does ItOffers? • Students will be able to: – Collect data through interaction – Use typical laboratory materials – Use data simulation tools – Engage in decision making environment, – Reflect upon observation • discovery-based learning.
- 5. What Does ItOffers? • To teachers: – facilitators – ask leading questions – draw attention to interesting details
- 6. What’s So SpecialAbout Teaching Labs? • Labs are often the best or only source of INTERACTION for the students – Interaction with an instructor – with other students – with the subject material itself – with their prior knowledge and ideas about a topic. • Labs/recitations are about actually DOING SCIENCE (or the inquiry activities of your field), not listening to someone talk about it.
- 8. MAJOR GOALS FORSTUDENTS
- 9. Why Use ScienceLaboratory Experimentation? • to introduce new ideas • to clarify puzzling aspects of topics with which students typically struggle.
- 10. Why Use ScienceLaboratory Experimentation? • result of an experiment is surprising (convincing) ownership
- 11. Why Use ScienceLaboratory Experimentation? • Conceptual focus another concept for application.
- 12. Science Learners… • Are engaged by scientifically oriented questions. •Give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questions. • Formulate explanations from evidence. • Evaluate their explanations in light of alternative explanations, especially those reflecting scientific understanding; and • Communicate and justify their proposed explanation.
- 14. So How to Teach? • Instructor Preparation – design –designate – match – choose
- 15. FOUR PARTS OFEFFECTIVE TEACHING • Provide Context: Why should anyone care or How do you learn best? • Draw out students’ Prior Knowledge and (mis?)conceptions on topic – Ask them to predict will happen in a given situation and WHY they think that (think, predict, write, pair, share) • Model Authentic Practice • Make Meaning from activity (or else it is busy work) – What were the Actual Results? – How does that connect back to the purpose of the activity? What do the Results Mean?
- 16. So How to Teach? • Student Preparation • Students will; –read instructions – complete pre-class reading – make predictions
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- 18. LEARNING IN LAB •Know exactly what the students are supposed to learn and why they have to learn these things. • Perform the entire experiment in advance. • Read and study the theory on which the experiment(s) are based. • Research the relevance of the experiment, both the technique being taught and the applications of the theory being demonstrated.
- 19. LEARNING IN LAB •Talk to instructors who will often have very useful tips about experiments you are performing. • Decide how to introduce new method to make the lab exercise most effective. • Guide students in preparing their lab reports by using experimental data and help them in data analysis and interpretations of results.
- 20. Assessment & LearningOutcomes OUTCOMES Manipulate apparatus and instruments Perform routine techniques Collect and process data Interpret data after the experiment Communicate findings in the form of a report
- 21. OUTCOMES Solve problems throughexperimentation Design an experiment to test a hypothesis Effectively work as part of a group to address a large problem Consider safety aspects of laboratory work Disseminate findings in an appropriate manner to a variety of audience types Assessment & Learning Outcomes
- 22. How do yourlabs “rate?” Inquiry Rating ScaleInquiry Rating Scale
- 23. Most people learnbest in a concrete manner involving personal participation, physical or hands-on activities, and opportunities for personal discovery.
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- 25. Challenges • The notionthat, “It might go wrong.” • Students might not follow directions • materials might get confused • people follow the wrong steps • internet service may go down
- 26. • risk oftoo many participants being involved • potential shortage of time, resources and facility space • teacher cannot assist all students Challenges
- 27. • No materialsavailable • No laboratory area Challenges
- 28. To answer thechallenges… • Improvised • Prepare back-up plan or alternative plan • Perform the experiment in advance • Research in advance the same activity and compare results. • Check the time schedule
- 30. Everyone makes mistakes!! Mistakesleads to new scientific discoveries Scientific discoveries takes place in lab 30
- 31. References • Ball, Sherylet.al. 2013. What are Classroom Experiments?SERC Pedagogic Service Project http://serc.carleton.edu/sp/library/experiments/index.html retrieved Jan 20, 2017 • Loughran, Berry, & Mulhall.2012.Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Professional Learnings. Sense Publishers, USA • Seery, Michael 2010. Teaching in the Laboratory: 1 – Pedagogy. http://michaelseery.com/home/index.php/2010/09/teaching-in-the- laboratory-1-pedagogy/ Retrieved Jan. 20, 2017