Skill development in experimental courses

Abstract

Experimental courses ofer a good opportunity to work with competences, promotng the incorporaton of strategies oriented towards motvatng students to actvely involve in the learning process, promotng refexive learning and developing generic skills. This study presents diferent ways of developing and evaluatng some important general skills, setle on four specifc objectves: • to increase student motvaton using samples of potental interest to students and explaining real-live applicaton of their samples analyses; • to assist students' self-regulaton and learning autonomy by using the portolio; • to promote group work through experiments in pairs and small-group discussions; • to develop communicaton skills through small-group discussions and oral presentatons. Results show that the type of sample used and real-life applicaton has important infuence on motvaton. The portolio is a good tool to promote refecton and to evaluate both specifc and generic skills in experimental courses, the dynamics of a laboratory course permit students to develop their group-work and communicatve skills, and peer evaluatons both improve students' communicaton skills and promote metacognitve refecton. Finally, the project demonstrates that it is possible to train students in general skills using the specifc course content and that the incorporaton of partcipatory methodologies encourages students to become actvely involved in the teaching-learning process.

The effect of student-centered teaching and problem-based learning on academic achievement in science

“…The results of the first hypothesis indicated that there is a low positive correlation between the student-centered teaching approach and academic achievement related to experimental group (r = 0.144), as well as to control group (r = 0.292). The result was consistent with previously reported works, who argued that there is a significant positive relationship between student-centered teaching approach associated with high levels of academic achievement (Bagán, Sayós, and García, 2015;Hurney et al, 2011;Ashton, 2008;Dopico and Garcia-Vazquez, 2011;Zusevics et al, 2013;Jalali et al, 2012;Ahmad et al, 2011;Tripken, 2016;Ruiz-Martinez, 2013;Park, Park and Lee, 2009;An, Wilder and Lim, 2011;Duren and Cherrington, 1992;Thompson, 2015). In conclusion the first hypothesis, "there is a positive linear correlation between student-centered teaching and academic achievements in science teaching" is been supported.…”

“…Ahmad et al (2011) revealed that the basic considerations of the teachers in both science and arts groups during selecting the instructional methodology for the students included subject matter, number of students in the class, the environment of the classroom, school policy, assessment criteria and grade level of the students. Student performance on the natural world is positively correlated to teaching methodology (Hurney et al, 2011) as well as conducted experiments and laboratory course as a new teaching method increase the interest of students and permit students to develop their group-work and communicate skills, and peer evaluations both improve students' communication skills and promote metacognitive refection (Ashton, 2008;Bagán, Sayós, and García, 2015). Dopico and Garcia-Vazquez (2011) revealed that when students are engaged through research with traditional cultural practices of environmental management, they better understand how positive pedagogy can be used to stimulate the interactions between humans and the environment.…”

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

“…Due to the perceived danger when learners are entrusted to do experiments alone without teacher supervision, the conduct of laboratory activities was toned down or omitted in the delivery of distance learning resources at home during the pandemic era. This scenario influences the restrictions of experimental application in disciplines such as science [10], yet regular involvement in practical tasks allows for the development of self-regulation abilities, motivation, communication, cooperation, and holistic skills [11].…”

Analysis of science process skills of chemical education students through self project based learning (SjBL) in the pandemic COVID 19 era

“…This condition had an impact on the constraints of practicum implementation in practical courses, including analytical chemistry 3 (the basics of chemical separation). According to Bagán, Sayós and García (2015) practicum activities had provide several opportunities to increase motivation, cooperation, self-regulation skills, communication and general skills. One of the subjects in this course was about extraction.…”