Hands-on Laboratory Experience Research Articles

An interdisciplinary research field transformed into an intermedial science exploration programme: how to explore neurotronics research and development in a school student laboratory programme

Abstract This work presents the development and implementation of an interdisciplinary and intermedial science outreach programme designed for school students. The programme integrates biological systems and technological advancements to provide students with hands-on laboratory experiences and immersive media, including virtual reality videos and augmented reality posters. Through a co-creation process involving scientists and educators, the programme aims to enhance students understanding of bio-inspired information pathways and neurogenesis. Preliminary evaluations indicate high engagement and educational value, suggesting that such interdisciplinary approaches can significantly enrich science education. Graphical abstract

Effects of Hands-on Laboratory Experiment on Students’ Skills Achievement in Physics in Day Secondary Schools in Rwanda: A Case of Gicumbi District

This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.

Influence of Individualized Instruction on Students’ Academic Achievements in Chemistry in Public Day Lower Secondary Schools in Rwanda: A Case of Kicukiro District

This study was to find out the influence of individualized instruction on the learners' academic achievements in Chemistry in Public Day secondary schools in Kicukiro district, Rwanda. Specifically, this study determined the influence of pacing on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, It also assessed the influence of student’ tutors on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city, and thirdly it examined the influence of frequent evaluations on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city. This research targeted students from lower secondary public schools, Chemistry teachers, and directors of studies. The sample size of 388 respondents was calculated using the Yamane formula and was composed of 23 DOS, 44 teachers, and 321 students. The data was collected using questionnaires administered to students and teachers, while interviews were administered to the director of studies. Descriptive statistics like mean, percentages, and frequency were used to analyze the data. The study revealed that a significant majority of teachers and students recognize the motivational benefits of hands-on laboratory experiments and group discussions in Chemistry. Notably, 61.4% of teachers and 68.2% of students agreed that independent learning and peer tutoring enhance understanding and performance in Chemistry. Furthermore, 61.4% of teachers emphasized the role of frequent evaluations in maintaining student attentiveness and improving academic performance. A strong positive correlation was identified between effective teaching practices, such as pacing and frequent assessments, and enhanced student outcomes, with a p-value of less than 0.05. In light of these findings, in order to improve Chemistry students' academic achievements, teachers should receive professional development training, parents should be involved, regular feedback mechanisms, and continuous monitoring and evaluation are suggested for individualized instruction strategies.

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

A Cost-Effective and Simplified Integration of Simulations and Hands-on Experiments in the Teaching of Electronic Instrumentation and Measurement Laboratory Course

To develop students into effective engineers upon graduation, it is important to bridge the gap between theory and practice. This is achieved through hands-on laboratory experiments, which form an important part of engineering education especially electronic circuits-related courses within the undergraduate level of education. Hence, it is important to develop well-outlined laboratory experiments that reflect the theoretical part of a course. Equally important is comparing simulation and measurement data, to better appreciate the theory. This work presents integrated simulation and hands-on experiments in teaching electronic instrumentation and measurement laboratory course, using low-cost off-the-shelf components. A no-cost circuit simulator software (LTspice) and low-cost breadboard with readily available off-the-shelf circuit components can be used both at home (self-paced) and in the laboratory to motivate students and align results for an improved learning approach. The advantage of this integrated laboratory is that no specialized or expensive teaching kit is required, which improves accessibility and course delivery. In addition, based on the feedback received, students are satisfied with this simplified and low-cost integrated laboratory.

Advancing Chemical Education in Biotechnology Undergraduates: A Hands-On Laboratory Experiment to Teach the Lateral Flow Immunoassay for Biomarker Detection

Advancing Chemical Education in Biotechnology Undergraduates: A Hands-On Laboratory Experiment to Teach the Lateral Flow Immunoassay for Biomarker Detection

Computer simulation and hands-on labs: A case study of teaching robotics and AI

When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.

Impact of COVID-19 pandemic on accredited programs and graduates who sat for the American Society for Clinical Pathology Board of Certification examination: graduates' perspective.

Students in health profession education programs were severely affected by the COVID-19 pandemic at both didactic and clinical training levels. The purpose for this American Society for Clinical Pathology Board of Certification (ASCP BOC) study was to determine the impact of the COVID-19 pandemic on graduates. This study represents the perspectives of laboratory professional graduates who sat for the BOC certification in their respective professional disciplines. A survey was sent to all graduates from the National Accrediting Agency for Clinical Laboratory Science (NAACLS), Accrediting Bureau of Health Education Schools (ABHES), and Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs who sat for the ASCP BOC examination in 2020 and 2021 to determine the impact of COVID-19 on laboratory professional graduates during the pandemic. A total of 180 graduates responded to the survey. The majority of graduates indicated that at least 1 didactic program component was shifted to an online system during the pandemic and that both clinical and nonclinical student laboratories were affected. Although program completion for most graduates was not delayed, one-third of graduates delayed taking their respective BOC exam. Due to the lack of knowledge application through practical hands-on laboratory experience in their educational programs, graduates reported feeling a lack of readiness with regards to preparing for the national certification examination as well as for employment. The study results showed the pandemic greatly impacted the education experience and readiness for the ASCP BOC examinations for graduates. Factors such as the absence of in-person learning and hands-on experience-both crucial aspects in laboratory training-and the ripple effects as a result of the pandemic, such as job loss, financial constraints, and health concerns, contributed to the decreased quality of education for graduates.

Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration

The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBDE) and a student hands-on experiment (SHE), on students’ academic performance. A total number of 324 senior five students studying chemistry as one of the main subjects in their combinations were selected from four provinces and Kigali city in Rwanda. The data were collected using a chemistry achievement test comprising 30 multiple-choice questions. This test was administered before and after teaching intervention to measure the effect of the three teaching approaches on students’ academic performance of solutions and titration. The Kruskal–Wallis test indicated that both SHE and TBDE had a higher mean rank after the intervention than the TTM group. The post-hoc test showed a statistically significant difference in the mean score of TTM vs. TBDE, as well as TTM vs. SHE. However, there was no significant statistical difference between the SHE vs TBDE groups. The results indicate that providing laboratory experiments through SHE or TBDE approaches significantly improved students’ academic performance of solutions and titration. Chemistry teachers are advised to use laboratory experiments provided either through SHE or TBDE as an effective remedial tool that could improve students’ performance in solutions and titration.

Teaching Nutrient Cycling and Climate Change Concepts Using Excretion Experiments with Common Fish

Many high school students learn about nutrient cycling during biology, environmental science, and agriculture classes. These lessons often focus on soil and plants, and nutrient cycling is usually taught independently from climate change. Scientists know that animals, including fish, can have strong effects on nutrient cycling (i.e., nitrogen and phosphorus) in ecosystems. Additionally, research has shown that nitrogen and phosphorus excretion rates of animals increase with water temperatures. We worked with high school students to design and conduct nutrient excretion experiments using common fish (zebrafish) to explore the impact of climate change on nutrient cycling. This allowed students to have hands-on laboratory experience. In 2021, we worked with students participating in a residential summer program in Georgia. Meanwhile, in 2022, students enrolled in the local high school visited the university campus on two occasions to participate in the experiments, and we once again worked with students in Georgia. Students from all three groups showed an increased understanding of the role of animals in nutrient cycling and ways climate change may impact these processes, despite variable results from the excretion experiments. Students also showed increased understanding of science processes and were more likely to feel like part of the science community. We believe that these experiments can be done in high school classrooms to expand students’ understanding of the scientific process, nutrient cycling, and climate change.

Students' Perception of a Virtual Dissection Laboratory in Undergraduate Anatomy and Physiology of Speech and Hearing: A Focus Group Study.

Hands-on laboratory experience that allows for manipulation of realistic and relevant materials in course curricula has been shown to improve students' learning, understanding, and critical thinking skills. The purpose of this study was to gain insight into the experiences of students who engaged in laboratory coursework using a virtual dissection (VD) table as part of an undergraduate course in anatomy and physiology of speech and hearing. Undergraduate students enrolled in an anatomy and physiology of speech and hearing course at a single university for the fall 2021 semester consented to participate. Nine students, divided into two focus groups, were encouraged to describe their experiences and perspectives about the VD table and corresponding laboratory assignments. Following verbatim transcription of the data, the authors conducted a thematic analysis. Five themes emerged from the body of data: (1) using the VD table, (2) completing the VD lab assignments, (3) preparation for laboratory sessions, (4) suggested modifications, and (5) enriched learning. Students believed using the VD table aided in a better understanding of course material than traditional methods. Moreover, they surmised that this method of learning, particularly for speech-language pathologists, may be superior to learning through models and cadavers.

Constructing hands-on distance labs: the development and implementation of an Intelligent Learning Management System (ILMS-d) in undergraduate IoT courses

ABSTRACT Engineering education emphasizes experiential learning and laboratory experience, an approach which has faced significant challenges during the COVID-19 pandemic. The inability to conduct hands-on laboratory experiments in engineering courses can significantly impede the student's learning experience, as well as their acquisition and retention of knowledge. Hence, it is imperative that practical hands-on laboratory experiments be incorporated as a critical component of distance learning tools. While researchers have proposed multiple methods, the provision of practical hands-on laboratory experience without limitations of time or place remains a challenging issue. This study aimed to address this issue by developing an Intelligent Learning Management System (ILMS), the ILMS-d, to construct a hands-on distance laboratory for engineering courses. We investigated the effect of implementing the ILMS-d in IoT courses on students’ learning achievement and engineering problem-solving skills, and we assessed their acceptance of the proposed system. We found a significant positive effect on the learning achievement and engineering problem-solving skills of high, medium, and low achievers. In addition, students at all achievement levels responded positively to the usefulness and ease of use of the ILMS-d. Future research should incorporate different AI functions into the ILMS-d to construct more adaptive hands-on distance laboratories for students.

Empowering High School Girls in a University-Led STEM Summer Camp

Women are less likely to choose STEM educational programs, hold STEM degrees, or enter the STEM labor force. Several factors contribute to this including intrinsic psychological factors, external environmental variables, academic mindsets, and STEM attitudes. This paper discusses a 10-day long STEM camp aimed at engaging high school girls in authentic field-based environmental research. The goal of the camp is to foster and encourage interest in STEM fields through hands-on laboratory experiences, discussions with female scientists, field trips, and a broad range of research-focused authentic scientific activities. The descriptive research study used observational qualitative and quantitative data to better understand and improve the future of informal STEM experiences for high school-aged girls. Results of the study found that girls were more likely to see themselves in STEM fields and exposure to authentic scientific research, hands-on fieldwork, and final research presentations promoted self-efficacy and confidence in their ability to undertake university-level research. Finally, the camp provided a place to engage with other females through academic and social collaboration.

Design and Development of 3-Axis Benchtop CNC Milling Machine for Educational Purpose

The main factor in improving learning skills is providing students with hands-on laboratory experience, and the small-scale machine can accomplish academic programs requiring students tolearn machining skills. This paper aims to design and develop a 3-axis CNC milling machine with a PC-based open architecture controller in a vertical position open frame structure. Some technical specifications were randomly selected based on the capabilities of similarly sized machines reviewed in previous work. The designed machine consisted of inexpensive off-the-shelf hardware components capable of machining the sample block with high cutting speed and reasonable precision. The accepted percentage error of circular and straightness test readings is below the set requirements. This machine is not intended for series production and precise machining. It can still effectivelyreplace the high cost of commercial CNC machines and be used in any higher education institution offering technical courses.

The impact of a story on learning ketone body metabolism.

Biochemistry is a core subject in the cross-disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands-on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid-19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story-based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer-reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story-based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3-hydroxybutyrate (3-OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body-related pathways and making metabolism learning more interesting and easier.

Metode Pembelajaran Masa Kekhalifahan Abbasiyah

The purpose of this study is to find out the learning methods of the Abbasid Caliphate. The research method used is qualitative with a literacy study approach. The results show that the 'ilmiyyah learning method is directed to form a level or type of deep thinking, but it is not allowed to release the spirit of the teaching-learning process in the theme of creation, khashiyyah (characteristics of objects and potential for life), and utilization according to shara' law "axiological aspects". Regarding the techniques, it is obligatory to increase the atmosphere of thinking and linking with facts, such as hands-on practices and laboratory experiments. The format of education during the Abbasid Caliphate, whether formal (madrasas, Sufi dormitories), non-formal (halqahs in mosques or shaikhs' houses), or informal (home education) was part of the technique, so it was dynamic according to the situation and conditions surrounding it.

Optimization of the biochemical genetics laboratory rotation using a multidesign approach to curriculum

PurposeA biochemical genetics laboratory rotation is required for multiple genetics training programs. Traditionally, this rotation has been observational with experience being dependent upon cases released and availability of laboratory director(s), resulting in inconsistent learning opportunities. This curriculum was created to standardize the learning experience. MethodsThe revised rotation provides multiple teaching modalities including small group didactic sessions (flipped classroom model), case-based sessions, and hands-on laboratory experience. Trainees prepare a presentation (learning by teaching) and discuss the differential diagnosis, metabolic pathway, newborn screening, treatment, and molecular characteristics of the gene(s) implicated. Learner assessment is performed using pre- and post-tests, learner evaluations, and instructor feedback. ResultsPre- and post-test scores were significantly different (P < .001) for learners from all programs. Participants found the course to be effective, increased their learning, and allowed them to interact with metabolic testing results in helpful ways. Faculty appreciated the use of prerecorded lectures and additional time for in-depth teaching on interesting cases. ConclusionThe revised rotation has been well received by trainees and faculty. Interaction of learners with the laboratory staff was optimized by ensuring all parties were prepared to teach and learn. Future directions include expanding the program to include remote learners from other centers.

Laboratory Experiment on Emulsions: Study of the Effect of Osmotic Pressure on Double Emulsions Preparation

Double emulsions are ternary systems commonly used in several disciplines in areas such as food technology, applied chemistry, chemical engineering, materials science, pharmacology and environmental science. In several courses related to these areas, the implementation of laboratory experiment is required to strengthen the knowledge acquired by students during the theoretical lessons. However, it is difficult to find published practical experiments in this field. This work presents a four-hour hands-on laboratory experiment in which students can easily formulate and prepare water-in-oil-in-water double emulsions for vitamin B12 encapsulation. In this experiment, students can analyze the effect of the osmotic pressure produced by the addition of different NaCl concentrations in each aqueous phase, which could lead to the swelling and deswelling phenomena of the inner aqueous droplets and, therefore, affect the encapsulation efficiency of the formulated systems. The double emulsions are analyzed by the students in terms of size and encapsulation efficiency.

Hands-on Laboratory Experiments for Demonstrating Mixed Plastic Recycling

Plastic waste is a growing concern in recent years due to the massive increase in single-use plastic applications. Despite the ever-increasing amount of waste, recycling plastics is not a simple process due to difficulties in sorting, which results in significantly downgraded material properties. This hands-on lab experiment showcases the important knowledge steps in a typical recycling process, including waste collection, plastic separation and sorting methods, processing techniques, and characterization methods including scanning electron microscopy (SEM) and tensile testing. Additionally, this lab demonstrates the importance of miscibility between materials and provides evidence that small amounts of block copolymers (BCPs) can compatibilize immiscible mixed plastic waste, leading to enhanced material properties of recycled products. Through these engaging hands-on lessons, students can not only obtain a better understanding about the challenge and industrial solution of mixed plastic waste recycling, but also realize the importance for protecting environments through waste management.

Online versus In-Person Instruction in a Laboratory-Based Animal and Veterinary Science Course

Online educational modalities are used extensively in courses that do not require hands-on laboratory experiences. However, due to the COVID-19 pandemic, there has been a need for transition from in-person to online laboratory-based courses, especially in animal and veterinary science courses. This study evaluated 163 undergraduate students enrolled in an introductory animal and veterinary science laboratory in the fall 2020 semester. Using surveys throughout the semester, student responses were collected and evaluated. Results indicated student performance on quizzes and exams were better during online instruction compared with in-person instruction, which contradicted previous studies reported in the literature. As a majority of these students were first-year, first-semester students, their metacognitive abilities were likely not fully developed. This laboratory course was taught initially online for the first half of the semester and then transitioned to in-person instruction as the university public health regulations allowed. Socially shared metacognitive regulation was only exercised during the in-person portion of the class. Results indicate an animal and veterinary science laboratory can successfully be taught online.