The role of the experiment in science education

Kreitler, Hans; Kreitler, Shulamith

doi:10.1007/bf00117027

Cited by 21 publications

(13 citation statements)

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“…In parallel with the cognitive, affective and psychomotor skills mentioned by the pre-service teachers, literature also says that the aim is to develop students' cognitive skills such as logically and investigation-based thinking and affective skills such as cooperation and communication and psychomotor skills [16]. When the studies conducted on laboratory applications and yielding fruitful outcomes in terms of cognitive and affective domains [37] are analyzed cognitively, it was seen that laboratory activities enhanced academic success [2-3-38-39], contributed to interpretation of knowledge and deeper learning [40] and that experiments did contribute to the knowledge of the students [41]. It is clear that education gets better with laboratory activities .…”

Section: The Aim Of the Laboratory Applicationsmentioning

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 Aim Of the Laboratory Applicationsmentioning

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

“…Although curricula tend to differ from one another in structure, sequence, content, underlying ideologies, and explicit, declared objectives, they almost all have one major thing in common: they almost all share a traditional emphasis on concrete demonstration of theories and principles in general and on experimentation in particular. Kreitler and Kreitler (1974) postulate that this emphasis is highly reminiscent of the old functionalist dictum "we learn by doing" and reflects the nineteenth century conception of the scientist as an ingenious inventor and skillful performer of experiments. Thomas (1972) was even more critical when stating, "that scientists do laboratory work is one of the fundamental tenets of our dogma; rarely does anyone question its necessity".…”

Section: Premisesmentioning

confidence: 99%

“…Kreitler and Kreitler (1974) attribute this harmful effect to the diversion of the learner's attention from the essential theoretical features of the problem with a concurrent fixation of attention on "salient aspects" of the concrete situation. It seems that we are confronted with aparadox.…”

Section: Problemsmentioning

confidence: 99%

“…An experiment may provide a demonstration of a concept, but it is only one, single demonstration. Since concept formation requires exposure to a maximally wide range of instances, it follows that performing an experiment, which is costly in both the time and resources, can scarcely be considered an economical and efficient means of achieving concept formation (Kreitler & Kreitler, 1974). -All too often, the work done in a laboratory simply verifies something already known to the student.…”

Section: Problemsmentioning

confidence: 99%

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The laboratory in higher science education: Problems, premises and objectives

1988

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Abstract.A university study in the natural sciences, devoid of a practical component such as laboratory work is virtually unthinkable. One could even go so far as saying that it is extremely rare for anyone to question the necessity of laboratory work in either high school or university science curricula. Laboratory work is simply part of the science game. This article discusses the problems concerning the use of the laboratory as didactic tool in the educational process, the premises underlying its use in science education and different approaches to its implementation as described in recent literature. This article is primarily directed at a clarification and explicitation of objectives and of their implementation in laboratory work at the Dutch Open University. The effective and efficient use of time spent in the laboratory is a necessity for all educational institutions, but especially for an institution for distance education.

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“…Even if the first three problems are not accepted as problems, the sheer amount of practice that would be necessary to achieve the competency would be so great that it would not be practical to use a discovery-based approach in an educational setting in which time and resources are severely limited. Kreitler & Kreitler (1974) remark that a person must be confronted repeatedly with many different manifestations of a concept before he or she can understand it. It is possible to demonstrate a concept during a lecture, but that is only one demonstration.…”

Section: Discovery Learning and Modelling: Some Shortcomingsmentioning

confidence: 99%

The design of a study environment for acquiring academic and professional competence

Kirschner

Vilsteren

Hummel

et al. 1997

Studies in Higher Education

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Abstract:Proposes a framework for the design of a learning environment which encourages the acquisition of academic and professional competence. Definition of knowledge, cognitive skill and competence; Acquisition of competence; Designing an environment for competence acquisition; Implementation of study environments within education. Full Text Word Count: 11025 ISSN: 0307-5079Accession Number: 9707174825 Database:Academic Search Elite THE DESIGN OF A STUDY ENVIRONMENT FOR ACQUIRING ACADEMIC AND PROFESSIONAL COMPETENCE ABSTRACT This article sets out, by incorporating notions drawn from cognitive, constructivist and action psychology, a foundation for the design of a learning environment for the acquisition of competence. It does not make exclusive use of any one school of thought, but synthesises a number of notions and insights from each of the schools into an integrated approach to the education of competent professionals. The outcome of this synthesis is a model for a study environment which is composed of a knowledge environment and a task environment. The model aims to sensitise teachers and educational designers and developers to the various elements that distinguish training in competence from mere 'skills training'. Knowledge, Cognitive Skill and CompetenceThe subject of this article is the design of study environments aimed at the acquisition of competence. We define competence as the whole of knowledge and skills which people have at their disposal and which they can use efficiently and effectively to reach certain goals in a wide variety of contexts or situations. We begin by distinguishing clearly between knowledge, cognitive skill and competence, as such a distinction will make it possible to formulate concrete proposals for the design of study environments for acquiring competence.

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The role of the experiment in science education

Abstract: The article focuses on defining the role of demonstration in general and experi-

Cited by 21 publications

References 24 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

The laboratory in higher science education: Problems, premises and objectives

The design of a study environment for acquiring academic and professional competence

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