Laboratory Education in New Zealand

Abstract

Laboratory work is one of the main forms of teaching used in chemistry, physics, biology and medicine. For many years researchers and teachers have argued in favor or against this form of education. Student opinion could be a valuable tool for teachers to demonstrate the validity of such expensive and work intensive forms of education as laboratory work. However, due to concerns regarding overly positive replies and a strong personal bias in opinions regarding various courses, teachers and technicians, student opinion has largely been discounted so far. A set of markers based on the strategic aims of Victoria University of Wellington, New Zealand, have been selected and used to collect student opinion. The markers appear to be independent and present a more objective view of the value of student opinion regarding laboratory education. In contrast, direct questions showed exactly the positive bias criticized by researchers and academics. The markers based on strategic aims revealed that laboratories are valued but that certain areas of this form of education require improvement. The trends collected by use of the markers were line with replies to free-form questions and could therefore present a valid option for researchers to evaluate the effectiveness of various forms of education based on the opinions of the people most concerned, the students.

What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

“…Consequently, further research is necessary across different countries and year levels. We also note a New Zealand study that found direct questioning of students resulted in them overestimating the strength of their opinions (Borrmann, 2008), in similar laboratory conditions to this study. Additionally, the fact that the data came from many different lab programs across multiple institutions and disciplines meant that the format of the laboratory notes could not be controlled.…”

The Development of Magnetic Induction Practicum Tool on Solenoid in Exploring the Understandingof Concept at Senior High School Students

“…[4] Deacon stated that "the availability of tools can influence the process of learning at laboratory" [5]. Borroman (2008: 18) argued that "laboratory based-learning can improve the understanding of learning by the students" [6]. One of the materials is related to electricity and magnetism is magnetic induction of a solenoid.…”

Biyoloji Öğretmen Adaylarının Kimya Laboratuvar Yaşantıları: Bir Durum Çalışması

“…Therefore, through examination of the chemistry laboratory experiences of current prospective biology teachers, it is important to reconsider the existing laboratory process and recommend new policies where necessary to improve the conditions for future prospective teachers. Few studie s have evaluated the implementation and working conditions in chemistry labs for prospective chemistry and science teachers and students (Ayas et al, 2002;Borrmann, 2008;Karamustafaoğlu, 2000;Polles, 2006;Rigano & Ritchie, 1994 2001). However, no study has yet evaluated the chemistry laboratory experiences of prospective biology teachers.…”