Practical Work by Laboratory Stations: An Innovation in Experimental Work

Isabel Ribau

doi:10.13189/ujer.2020.080103

Abstract

Experimental work is essential for the development of scientific skills and student motivation. However, students are not always involved in the experimental work, and the development of scientific skills is compromised. In this study, the model of experimental teaching of Chemistry and Physics by laboratory stations is presented and its contribution to the promotion of self-efficacy and self-regulation is discussed. This model had underlying active learning, neuroeducation and was developed using a collaborative Peer Instruction approach. The regular use of laboratory stations during two years, in two classes of basic education, allowed not only counteracting the distance between the students and Physics and Chemistry but also improving the students' engagement in classrooms. The purposes of this implementation were to develop students' Chemistry and Physics knowledge, to engage students in the classroom activities, and develop scientific skills (handling equipment, making and describing observations, recording data, gave meaning to measurements, obtaining experimental results, discuss and analyse results, planning experiments to verify hypotheses). The promotion of collaborative work habits among students, critical thinking and the debate between peers as strategies to achieve significant learning were also other aims of this methodology.

Highlights

This study case reports the implementation of an experimental/practical work methodology, which has repercussion in all classroom work, during two years and bring benefits for students.The implementation of this methodology started as a teacher needs to engage students in science class
There were several problems, diagnoses by the teachers in the school, related to scientific skills not developed during the classroom, and to the discrepancy between students expectations regard to school and classroom
We present a methodology that engages students and is different from the traditional experimental work in classrooms

Summary

Introduction

This study case reports the implementation of an experimental/practical work methodology, which has repercussion in all classroom work, during two years and bring benefits for students. The implementation of this methodology started as a teacher needs to engage students in science class. There were several problems, diagnoses by the teachers in the school, related to scientific skills not developed during the classroom, and to the discrepancy between students expectations regard to school and classroom. To decrease the gap between students expectations and the learning process in science classroom, and after a review of methodologies that could be implemented, using no additional money or equipment, allowing using in different classrooms and with few materials/apparatus, the Lab Station approach was chosen, by their space and apparatus versatility and by the reported advantages (Mota, 2012)

Methods

Results

Conclusion