A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science

Russell, Cianán B.; Weaver, Gabriela C.

doi:10.1039/c1rp90008k

Cited by 141 publications

(139 citation statements)

References 27 publications

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“…Moreover they also were found to be touching on causative process skills such as data evaluation and experimental process skills such as creating models. It is stated that with the help of research-based laboratory approach, students can gain high level of scientific process skills [50], can realize that, in fact, the scientific activities they perform belong to reality and that they can develop their abilities of scientific thinking [51]. In science teaching programs revised in 2013, it is stated that laboratory applications are necessary and beneficial for students to acquire such skills as observation, measurement, classification, data recording, making hypotheses, using the data and to gain scientific process skills such as model creating, changing and controlling the variables, conducting experiments and so on [21].…”

Section: The Importance Of Laboratory In Science Educationmentioning

confidence: 99%

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Harman¹,

Çökelez²,

Dal³

et al. 2016

ujer

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The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.

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Section: The Importance Of Laboratory In Science Educationmentioning

confidence: 99%

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Harman¹,

Çökelez²,

Dal³

et al. 2016

ujer

View full text Add to dashboard Cite

show abstract

“…The student's insight into the nature of science and the scientific method has been previously evaluated in other works; Russel and Weaver (2011), for instance, adapted a questionnaire based on Views of Nature of Science Form C proposed by Lippman (2005), and made an interesting qualitative evaluation of these aspects. Perkins et al (2004) have developed instruments to evaluate students' learning attitudes about science surveys and have correlated students' beliefs and conceptual learning gains.…”

Section: Preliminary Testmentioning

confidence: 99%

Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study

2015

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In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students' laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students' apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.

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“…Laboratory experience gives the students an opportunity to practice theoretical concepts learned in lecture-based classes (e.g. safety procedures in the laboratory), experience a working laboratory environment, and acquire basic laboratory skills through repetition [5]. Moreover, it facilitates the development of scientific thinking, exposes the students to scientific discovery, and encourages them to follow a scientific research career [6].…”

Section: Introductionmentioning

confidence: 99%

Non‐stop lab week: A real laboratory experience for life sciences postgraduate courses

Freitas

Silva

Korrodi‐Gregório

et al. 2016

Biochem Molecular Bio Educ

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At the Portuguese universities, practical classes of life sciences are usually professor-centered 2-hour classes. This approach results in students underprepared for a real work environment in a research/clinical laboratory. To provide students with a real-life laboratory environment, the Non-Stop Lab Week (NSLW) was created in the Molecular Biomedicine master program at the University of Aveiro, Portugal. The unique feature of the NSLW is its intensity: during a 1-week period, students perform a subcloning and a protein expression project in an environment that mimics a real laboratory. Students work autonomously, and the progression of work depends on achieving the daily goals. Throughout the three curricular years, most students considered the intensity of the NSLW a very good experience and fundamental for their future. Moreover, after some experience in a real laboratory, students state that both the techniques and the environment created in the NSLW were similar to what they experience in their current work situation. The NSLW fulfills a gap in postgraduate students' learning, particularly in practical skills and scientific thinking. Furthermore, the NSLW experience provides skills to the students that are crucial to their future research area. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:297-303, 2016.

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A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science

Cited by 141 publications

References 27 publications

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study

Non‐stop lab week: A real laboratory experience for life sciences postgraduate courses

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