Abstract
In general, laboratories are exercises with a primary focus on the verification of established laws and principles, or on the discovery of objectively knowable facts. In laboratories, students gather data without comprehending the meaning of their actions. The cognitive demand of laboratory tasks is reduced to a minimal level. To prevent these deficiencies, activities in a physics laboratory course were redesigned using problem-based learning. Problem-based learning is an inquiry based instructional design in which experiential learning organized around the investigation, explanation, and resolution of meaningful problems. In activities, instructional strategy is student- centered and learning has to occur in small student groups under the guidance of a tutor. Authentic real world problems are primarily encountered in the learning sequence. To solve the problems, students propose hypothesis, and test their hypothesis with suitable experiment designs. Laboratory design and instruction strategies are very suitable for performing science process skills.
Highlights
Science educators increasingly perceive the school science laboratory as a unique learning environment in which students can work cooperatively in small groups to investigate scientific phenomena and relationships. Hofstein and Lunetta (1982) suggested that laboratory activities have the potential to enable collaborative social relationships as well as positive attitudes toward science and cognitive growth
Students worked with given laboratory worksheets for five weeks
During the activities students encountered with many difficulties. These difficulties were decreased throughout laboratory sessions
Summary
Science educators increasingly perceive the school science laboratory as a unique learning environment in which students can work cooperatively in small groups to investigate scientific phenomena and relationships. Hofstein and Lunetta (1982) suggested that laboratory activities have the potential to enable collaborative social relationships as well as positive attitudes toward science and cognitive growth. Science educators increasingly perceive the school science laboratory as a unique learning environment in which students can work cooperatively in small groups to investigate scientific phenomena and relationships. The laboratory offers opportunities for productive, cooperative interactions among students and with the teacher that have the potential to promote positive learning environment. The laboratory offers unique opportunities for students and their teacher to engage in collaborative inquiry and to function as a classroom community of scientists (Gunstone & Champagne, 1990). Such experiences offer students opportunities to consider how to solve problems and develop their understanding. A laboratory means manipulating equipment but not manipulating ideas for many students (Eylon & Linn, 1988)
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