Science Laboratory Work Research Articles

ANALISIS PENGELOLAAN LABORATORIUM ILMU PENGETAHUAN ALAM (IPA) SMP NEGERI 1 PURWANTORO

The aim of this research is to describe the management of the science laboratory which includes (1) planning (2) organizing (3) implementation (4) monitoring and evaluation at SMPN 1 Purwantoro. The approach used in this research is a qualitative approach with a case study type of research because science laboratory management is a unified system. The data collection methods used were observation, documentation, questionnaires given to students in grades VII, VIII, and IX, totaling 96 students, as well as interviews conducted with the school principal, deputy head of facilities and infrastructure, laboratory head, and science teacher. The research results show the following. (1) planning for the science laboratory work program has not been implemented properly; (2) the organization carried out is still not in accordance with laboratory management regulations; (3) the implementation of the science laboratory work program is still not running intensively; (4) monitoring and evaluation is carried out internally; (5) factors that influence the management of the science laboratory at SMPN 1 Purwantoro, namely laboratory assistants, students, time, and limited equipment and materials

Alternative learning models for resolving arguments in science laboratory work: Selection, integration, and implementation of generic components

Alternative learning models for resolving arguments in science laboratory work: Selection, integration, and implementation of generic components

DISTANCE EDUCATION METHODS: VIDEO ANALYSIS IN TEACHING PHYSICS

Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical quantities based on the processing of static and dynamic images followed by comparison with the corresponding mathematical model. The rules for creating educational videos suitable for analysis in a digital environment are summarized. On the examples of laboratory classes on many topics of physics (mechanics, hydrodynamics, molecular and atomic physics, and optics) and astronomy, the general features of creating video recordings, laboratory works, and problem tasks based on video analysis are shown. The STEM laboratory of the Junior Academy of Sciences of Ukraine has created numerous reference videos about physical experiments and the rules for their use; a collection of video tasks was also created; innovative methods of educational physical experiments were developed. The methods of video analysis were tested during distance and mixed education in the conditions of threats, also in formal and informal education formats, such as the summer science school for students and the All-Ukrainian natural science online tournament "Open Natural Science Demonstration". Instrumental digital didactics is a component of training courses for teachers and is regularly discussed at seminars and conferences on science education. The stemua.science source of the "MANU" NC is popular among Internet users.

An Artificial Intelligence Tool for Accessible Science Education

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, the MSU Denver Virtual Lab Assistant (VLA), using Amazon Web Services (AWS), Amazon Alexa Skills Kit (ASK), Alexa smart speaker, and a microcontroller (Raspberry Pi). The VLA can be used as a virtual assistant in the lab in combination with other access technologies and devices. The VLA allows students with VI to perform the hands-on laboratory work by themselves simply using voice control. The VLA can be accessed through any smartphone or Amazon Echo device to assist general science lab procedures. The VLA is designed to be applicable to different science laboratory work. It is also compatible with other common accessible electronic devices such as the Talking LabQuest (TLQ). We believe that the VLA can promote the inclusion of learners with VI and be beneficial to general accessible science education work.

Using organizing purposes to plan and analyse learning progressions in context-based science teaching

During the last years the didactical model organizing purposes have provided important insights about how the teacher in jointly action with the students can create a moment-to-moment learning progression in science lessons, laboratory work and teaching activities. In the present study, organizing purposes were used in practice to plan a lesson within a context-based unit in Biology in which the Ebola disease was the overarching context. The lesson was planned in two main parts. In the first part, the students worked with a model that simulates the spread of the Ebola disease; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed the use of students’ everyday experiences and incorporation of scientific concepts. Moreover, through these actions the teacher constantly directed the discussion towards the learning goals having the context of the unit in focus.

Effect of Jigsaw vs. Traditional Group Work on 8th Graders’ Basic Science Process Skills achievement in Laboratory

The purpose of this study was to explore the effect of Jigsaw-I model of cooperative learning (CL) on achievement of basic science process skills of 8th graders while working in science laboratory. An experimental study using randomized pretest posttest control group design was conducted. Sixty four male students were randomly selected from two intact 8th grade classes, 32 students from each class. Each group of thirty two students was further randomly assigned to experimental and control groups. Experimental group performed the experiments in science laboratory by using Jigsaw-I (JI) whereas control group performed the same experiments through traditional group work (TGW). “Basic Science Process Skills Laboratory Achievement-Tests (BSPSLAT-I & II)”were used as pre and post- tests to collect the data. The data was analyzed through independent sample t-test and ANOVA. The results showed significantly higher achievement of basic science process skills in favor of Jigsaw-I as compared to traditional group work. Moreover Jigsaw-I proved to be a better science laboratory technique both for low and medium achievers to gain basic science process skills. This study has implications for elementary science teachers to apply Jigsaw-I while science laboratory work for students’ higher achievement in basic science process skills

THE FORMATION OF STUDENTS’ LEARNING-COGNITIVE COMPETENCES BASED ON LABORATORY WORKS IN COMPUTER SCIENCE AND ICT

Changes in Russian education must be made in an inte-grated way. Strategic goal of the state policy in the field of education is to enhance access to quality education, which must be relevant to the requirements of the inno-vative development of economy, current needs of society and all citizens. The list of tasks includes the competence approach as an important part of modernization of educa-tion. Among the key competences are distinguished learning-cognitive competences, for the formation of which are indicated teaching methods, forms and means. Laboratory work in computer science and ICT is one of such means. Laboratory work is a link between theoreti-cal and practical learning and is an important component of theory and practice: it strengthens and improves knowledge and skills, which are used in the process of further studies.

Highly Developed Naturalist and Spatial Intelligences Influence Students’ Confidence in Performing Science Laboratory Work

The science laboratory work remains central to any science curriculum, be it indoor or outdoor in location. Of urgent importance for the successful formation of scientific habits of the mind and scientific investigative skills are the multiple intelligences and attitudes students bring to the laboratory. The current model of intelligence popular among science educators is the Multiple Intelligences Theory by Howard Gardner which articulates nine forms that are evident among learners. The naturalistic and spatial intelligences are the main focus of investigation since professional scientists are found to rely heavily on their spatial and naturalistic abilities when coming up with their discoveries. This study therefore investigated the science intelligences of 171 freshmen students in a university that offers academic programs under the health sciences. Notably, majority of the course experience in any health science program is replete with laboratory work. The spatial and naturalistic intelligences of the health sciences students are therefore examined specifically in its relationship to their confidence in performing laboratory activities. Findings suggest that students with highly developed naturalist and spatial intelligences are more confident when performing their laboratory activities.Keywords: Science education, spatial and natural intelligences, confidence, laboratory work, descriptive correlation, Davao City, Philippines

PELATIHAN PENGEMBANGAN PRAKTIKUM IPA BERBASIS LINGKUNGAN

The objectives of this activity are improving knowledge about how to initiate environment based science laboratory work and giving more infor- mation to make science teachers feel enthusiastic, interested, and commited to create, develop and implement science laboratory work in their school creatively. The target of this activity is science teacher at Kodya Yogyakarta. As for execution methods worn in this activity are experiment, discourse, discussion of information and presentation. The materials are conducting science laboratory work through environment based, some difficulties and the solution which are found in the science class while conducting laboratory work. Science laboratory work focuses on giving information to the student about how to optimize daily activities for science laboratory work. Training is conducted in a day at Junior High School 1 of Yogyakarta. Then, in another day (one week after training process), each science teacher have to demonstrate and present their laboratory work design. Generally, this activity has been succeeded in understanding and devaloping some skills of conducting environment based science laboratory work. Through this activity, knowledges and experiences of creating and conducting of environment based science laboratory work has been understood by science teachers in Kodya Yogyakarta which are formed in MGMP forum. All participants are active and giving positive responses. Moreover, this activity has been succeeded in developing a design of science laboratory work. About 20 design have been created by all participants

Lower Secondary School Students' Attitudes Toward Computer-Supported Laboratory Exercises

In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real) and as virtual laboratory. In the first case â??real

Tensions in the Biology Laboratory: What are they?

The purpose of this paper is to identify tensions in teacher–student interaction in a high school biology laboratory. Using micro‐analytic analysis of classroom talk, the interaction between the students and a teacher working in the biology laboratory session on Reproduction in Plants is studied. The two tensions highlighted here are tension with textbooks as authority and tension with the teacher as authority. Tension with textbooks as authority originates from an over‐reliance on generalizations expressed in textbooks resulting in the inability of learners to appreciate alternatives and exceptions. Tension with the teacher as authority stems from the task design and varying levels of control that a teacher has over the learner and the learning process. The genesis of the two forms of tensions in the laboratory is different and they are tackled differently by the participants to yield different outcomes. While science educators have conducted intensive research over the past two decades on the effects of school science laboratory work on students’ learning of science, more can be done in the specific area of teacher–student interaction. This paper offers some insights into the interaction between a teacher and her students in a laboratory as they learn biology. An increased understanding of the impact of the tensions in a science laboratory might help to bring about realization of the true spirit and intent of school science laboratory experiences.

Using the Science Writing Heuristic To Improve Students' Understanding of General Equilibrium

This study compared the performance of students using the Science Writing Heuristic (SWH) approach and students using a standard or traditional laboratory curriculum on lecture exams and a laboratory practical exam on a specific topic, chemical equilibrium. The SWH helps students do inquiry science laboratory work by structuring the laboratory notebook in a format that guides students to answer directed questions instead of using a traditional laboratory report format. In the SWH approach, students must make a claim (inference) about what was learned through the laboratory experiment and provide evidence to support that claim. Then, through group discussion, reflection and writing, students continue to negotiate meaning from experiments they conducted. Two teaching assistants were each assigned one standard lab section and one SWH lab section. Subjects in this study were students enrolled in a second-semester general chemistry course for science and engineering majors. A baseline chemistry knowledge score was computed for the subjects in this study. The standard laboratory group had a higher average baseline chemistry score compared to the SWH group. The results of an analysis of covariance indicated that the SWH students exhibited a better overall understanding of chemical equilibrium compared to students using a standard approach in the general chemistry laboratory.

Using the Science Writing Heuristic in the General Chemistry Laboratory To Improve Students' Academic Performance

A two-semester longitudinal study investigated the effects of a laboratory instructional strategy�the Science Writing Heuristic (SWH)�on improving student academic performance in the lecture portion of the course. The SWH approach helps students do inquiry science laboratory work by structuring the laboratory notebook in a format that guides students to answer directed questions instead of using a traditional laboratory report. In this approach, students must make a claim (inference) about what was learned through the laboratory experiment and provide evidence to support that claim. Then, through reflection, students continue to negotiate meaning from the experiment(s) they conducted. Successfully implementing the SWH requires a student-centered learning environment. In this study, the instructors were rated on how well they implemented the SWH approach and inquiry. The hypothesis under investigation was that the more proficiently an instructor engages students to do collaborative inquiry and the SWH approach, the more effectively students learn. The results of this study indicate that students whose laboratory instructor proficiently implements the SWH approach earn more total points in the lecture portion of the course compared to students who have a laboratory instructor who does not fully implement the SWH approach. The data also show that the SWH approach helps students entering the course with low chemistry content knowledge to succeed in the course compared to students who were not taught using the SWH approach.

Implementing the Science Writing Heuristic in the Chemistry Laboratory

The Science Writing Heuristic (SWH) is an instructional technique that combines inquiry, collaborative learning, and writing to change the nature of the chemistry laboratory for students and instructors. The SWH provides a format for students to guide their discussions, their thinking, and writing about how science activities relate to their own prior knowledge via beginning questions, claims and evidence, and final reflections. The SWH approach helps students do inquiry science laboratory work by structuring the laboratory notebook in a format that guides students to answer directed questions instead of using a traditional laboratory report. In this approach, students must make a claim (inference) about what was learned through the laboratory experiment and provide evidence to support that claim. Then, through reflective writing, students continue to negotiate meaning from experiment(s) they conducted. This article provides instructors an overview of how to implement the SWH in their chemistry laboratory course.

School science laboratory work as a rite of cultural initiation

School science laboratory work as a rite of cultural initiation

Java Facilities for Automating Analysis, Feedback and Assessment of Laboratory Work

The current educational climate provides both incentives and pressures to extend the use of information technology in university teaching. The computer science discipline is ideally placed to take a leading role in the development of technology-based teaching tools. In recent times the technological resources available for such initiatives have also taken a leap forward, not least with the release of the rapidly developing Java language. This paper reports on one such initiative—the development of a system for providing automatic feedback on computer science laboratory work and monitoring student progress. The paper outlines the goals of the system and shows that the collection of facilities afforded by the Java language provides a strong foundation for the development of software for securely analyzing student code.

Gathering data: does it make sense?

Much laboratory work in school science involves observation and measurement; an important development, in recent years, has been the application of computers to this activity. Data-logging techniques have been available to science teachers for some time (outside the United Kingdom [UK], this technology is sometimes known as microcomputer-based laboratories or MBL). It is only relatively recently, however, that data-logging technology has become sufficiently user-friendly and affordable for it to be more widely adopted. The use of sensors, interfaces and data-loggers to capture and record data, and its subsequent display and analysis using computer software, now constitute a realistic alternative to traditional approaches. With the National Curriculum for initial teacher training including information and communications technology now in place in the UK, the time seems opportune to take stock of current use of data-logging methods and to consider how they might be further developed. This article describes how data-logging currently appears to be used in science lessons. It considers how the demands of the National Curriculum have shaped current practice, and argues for a shift of emphasis in the pupils' role in data-logging activities. Some suggestions are then offered for encouraging pupils to engage in more interpretative activity, which recent software readily supports.

Los experimentos que plantean problemas en las aulas de química: dilemas y soluciones

The importance of classroom experiments in school science curricula is accepted generally. Nevertheless, a broad variety of difficulties in laboratory teaching as well as difficulties in learning from practical experiences is reported. In this contribution, laboratory work in secondary school science is considered from a «constructivist» perspective. From this perspective, a particular kind of school science experiment, so-called problem-posing experiment, is described. Chemistry teachers’ experiences of these experiments are reported. A number of dilemmas (and resolu­tions) in using problem-posing experiments is discussed.

A comparative study of students' and their teacher's perceptions of laboratory work in secondary schools

This article reports on a study of student and teacher perceptions of the purpose and effectiveness of laboratory work in science at the Year 10 level of secondary school. The main focus of the study was a comparison between the perceptions of one class of students and their teacher at each of six different schools with regard to the aims, regularity, conduct and assessment of laboratory work. The study identified a number of areas of mismatch between students and their teachers. The findings of the study will be of use to teachers in developing and improving their science curriculum, particularly with regard to laboratory work.

Introduction to perceptual linearization of video display systems for medical image presentation

The perceptual linearization of video display systems should play a significant role in medical image presentation. It maximizes the faithfulness of information transfer to the human observer; it provides a method for standardizing the appearance of images across different display devices; and it allows for calculation of the inherent contrast resolution of different display devices. This paper provides insight into the process of perceptual linearization by decomposing it into the digital driving level-to-monitor luminance relationship, the monitor luminance-to-human brightness perception relationship, and the construction of a linearization function derived from these two relationships. A discussion of previous work in these areas is given. We then compare and contrast the results of previous work with recent experiments in our laboratory and related work in vision and computer science. We conclude that (1) sufficiently good visual models exist for agreeing on a standard method of calculating the perceptual linearization function; (2) improvements in the resolution and luminance distribution of the digital-to-analog circuitry in display systems are required for medical imaging; and (3), methods for calculating a linearization remapping from a perceptual linearization function currently have significant error and should be replaced with methods that minimize perceptual error.