Practical Laboratory Work Research Articles

Fieldwork in Ground Zero, Mallorca. A Methodological Fieldwork Proposal for a Geographical Analysis of Tourist Areas

For scientific headway to be made in the field of social science today, direct contact with analysed phenomena is all-important. The research hypothesis we put forward is that, just like practical laboratory work, fieldwork is an indispensable tool in tourism geography in guaranteeing rigorous scientific studies. The aim of this paper is: 1) to help demonstrate the usefulness of fieldwork in tourism geography in enriching the taught theory and concepts; 2) to design useful methodological tools for planning student-driven, enquiry-based learning processes; 3) to use Mallorca as a case study in a direct analysis of the complex spatial consequences of the Anthropocene on the tourist industry. Our teaching and research experience in tourism geography, particularly in relation to global change during the Anthropocene, are fundamental in achieving these objectives. We conclude that fieldwork helps students to develop important skills and competences, facilitating meaningful learning. Through the students’ active participation, the teacher is no longer a transmitter of theoretical knowledge, but a facilitator in the learning process.

Distance Teaching in Chemistry: Opportunities and Limitations.

Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor-student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.

Embedded Electronics Applied in Remote Laboratories Using NodeJs

A description of the implementation of integrated practical work in a remote laboratory was presented in this paper. The student, in real time, can access an online web page in order to manipulate a practical work of digital electronics. This work is based on the use of an embedded system PcDuino. The hardware architecture and software solutions are described, as well as the supervision tool that allows the student to follow changes in the output states of the Practical Work remotely.

АНАЛІЗ НАВЧАЛЬНО-ІНФОРМАЦІЙНИХ СИСТЕМ НОВОГО ПОКОЛІННЯ ДЛЯ БЕЗПЕРЕРВНОЇ ПІДГОТОВКИ ВІЙСЬКОВИХ ФАХІВЦІВ

The main measures and results of research and development of training and information systems (NIS) of the new generation for continuous training of military specialists are considered in the work. There is a huge number of programs which to some extent increase efficiency of training by means of the organization of adaptive dialogue with the user (both with the pupil, the student, the cadet, the adjunct, the listener, and with the teacher). However, at the present stage, when the amount of information is growing 77 rapidly, there is a need to create such tools to support electronic textbooks that would allow the user not only to view information of interest by navigating hyperstructures, but also to ask various more complex questions. The paper presents original material on issues related to the formal formulation and solution of educational tasks in lectures, practical laboratory work in the independent training of students and cadets; methods of planning and organization of training with the use of expert systems. Particular attention is paid to the issues of step-by-step planning of training and accelerated independent training with the use of NIS with elements of artificial intelligence. Tasks and features of use of separate elements of educational process of cadets, students and adjuncts of military educational institutions such as lecture, practical and laboratory employment, seminars, consultation, individual tasks, course works, independent training are formulated. The classification of NIS of new generation is considered, namely systems: consulting, diagnostic, managing, accompanying which have accordingly the following appointments: consultation at the decision of tasks and search of the information, diagnostics of errors at the decision of tasks, training by concepts and abilities (skills) on based on knowledge modeling, observation of user behavior and assistance with erroneous or irrational actions. The stimulators of the cognition process in educational and information systems are analyzed: intellectual environment, hyperenvironment, microworlds, special glasses, etc. Their features and advantages are determined.

The use of V. Sukhomlinsky’s self-education ideas in the students’ extracurricular activities organization in labor training

The article considers the peculiarities of using V. Sukhomlynsky's self-education ideas in the students’ extracurricular activities organization in labor training to prevent difficulties and shortcomings, provide students with assistance in learning rational organization and their self-educational activities implementation. The experience of an outstanding teacher is analyzed, who proved that the need for self-educational activities development in labor training in extracurricular activities occurs only based on the interests and hobbies of students. Ways to solve one of the most difficult types of students’ self-education tasks are identified as follows an independent study of certain topics and sections of labor training in extracurricular activities. The main task of extracurricular independent activities, according to V. Sukhomlinsky, is the development of students’ abstract thinking in the process of tasks performing. The purpose is to encourage students to think about what has not yet been studied. The tasks of independent extracurricular study by students of certain topics from the curriculum in the educational literature are formulated. It forms the desire for reflection and reasoning in students. It is determined the means of independent study by students the separate topics and sections of labor training with the help of educational literature and instructional materials of the teacher. It is proposed to develop plans for extracurricular activities for independent study of labor training according to the method of independent work with educational literature. Based on V. Sukhomlynsky's recommendation on the correct choice of literature for reading the technique of advanced independent work for pupils on a new theme is described. It gave the chance to spend labor training lessons on the same subject at the level of problem generalization. It is considered the peculiarities of students' performance of individual project-technological tasks during the independent extracurricular study of separate topics of labor training. The results of an independent extracurricular study of labor training topics are proposed to be considered during laboratory-practical work and extracurricular consultations, interviews, written works, where the questions of the study plan are revealed by students discussing problematic questions.

A Fully Open Source Remote Laboratory for Practical Learning

Nowadays, communication and web services are part of our lives, including education, and e-learning applications are used more and more. However, teaching in engineering sciences requires an important amount of practical experiments. Hence, remote laboratories are an attractive solution, offering new tools for both teachers and learners. Our objective is to propose a fully open source remote laboratory for generic practice, in all fields of engineering education or applied sciences. This work is based on an open source Supervisory Control and a Data Acquisition platform programmed with Python. Interoperability is one of the main issues considered here to ensure a wide compatibility with multi-communication protocols and multi-instruments used in practical labwork.

Status of Chemistry Laboratory and Practical Activities in Secondary and Preparatory Schools of East Gojjam, Ethiopia

Science laboratory is a very important resource input for teaching science. Learning science is enhanced and the understanding level is improved when students are engaged in science laboratory for practical experiments. Since chemistry is a branch of science, it should be also assisted with practical activities. The current study aimed to assess the status of chemistry laboratory and practical activities in secondary and preparatory schools of East Gojjam zone. A random sampling technique was employed to collect data from students and chemistry teachers of the study area. Structured and semi-structured questionnaires and observation of laboratories was used. Both teacher’s and student’s response in the study area agree on the significance of practical laboratory works to learn chemistry is very high. The result shows as Grade 9 and grade 10 students never do practical work in the lab but grade 11 and grade 12 students sometimes conduct practical work in the lab. This may be one of the reasons why only 8,688 (11.5%) students have joined the natural science field according to the 2009E.C. East Gojjam Zone Educational Bureau report. Preparatory school students also conduct only few experimental activities among the experiment listed in their own chemistry text book. As teachers give the reasons on why laboratory work is not used to teach chemistry is because of lack of chemicals and apparatuses, fear of chemicals, lack of administration support, the lab is poorly organized, no time is allotted for practical lab work, practical lab work is not considered as a teaching load for teachers and lack of laboratory training on how to use laboratory to teach chemistry in high and preparatory schools. Generally the above problem hinders practical activities in the laboratory and makes students at secondary schools of the study area lack interest to join science class. Keywords: Laboratory, secondary and preparatory school, practical activity, chemistry. DOI: 10.7176/CPER/63-02 Publication date: October 31 st 2020

Secondary school teachers’ perceptions of practical work in biology in the Oshana Education Region, Namibia

Abstract
 This study investigated Biology teachers’ perceptions of the importance of practical work in selected secondary schools in the Oshana Education Region (OER) in Namibia. This study was situated in both the qualitative and quantitative research paradigms. The population of this study consisted of all Biology teachers of Grade 11 and 12 students. Eight secondary schools in the OER were purposely selected to take part in the study. A sample comprising of 23 Biology teachers was 
 then chosen purposively from the eight secondary schools. A questionnaire and an observation schedule were used to collect the data. Descriptive statistics was used to analyse the quantitative data while the qualitative data were categorised into themes. The findings showed that the 69.9% of the Biology teachers did not have a laboratory specifically for conducting Biology practical work and they carried out their practical work in a common laboratory used for both Physical 
 Science and Biology or in their classrooms. Two out of the nine observed teachers did not bother to carry out practical work at all and they taught Biology as a completely theoretical subject. The study recommends that Biology teachers should be encouraged to source materials necessary for conducting practical work from private schools in cases where their schools do not have the necessary resources for conducting practicals in Biology.

Benefits of Simulations as Remote Exercises During the COVID-19 Pandemic: An Enzyme Kinetics Case Study

Teaching practical chemistry skills remotely is not a task that would have been high on the agenda only a few months ago. However, in light of the COVID-19 pandemic, students around the world are having to work from home, and the chemistry education community has been forced to adapt to the new circumstances. In response, we discuss the use of simulations in place of practical laboratory work, with emphasis on the development of students’ experimental design skills. The simulation of Michaelis–Menten enzyme kinetics is given as an example exercise, which other instructors could implement with immediate effect.

Reflexión sobre el trabajo experimental planteado como investigación con docentes de Ciencias Naturales

Consideramos que el proceso llevado a cabo en el aula por parte de los docentes de Ciencias Naturales se enriquece cuando se pone en juego el uso de diversos recursos. Presentamos una propuesta aplicada con docentes que incorpora el uso del celular y actividades con textos a los Trabajos Prácticos de Laboratorio (TPL). La metodología incluye el desarrollo de un taller con instancias de reflexión de los participantes. Los resultados ponen en evidencia la necesidad de realizar modificaciones en la forma en que se desarrollan asiduamente los TPL, actualizando las propuestas en base a los resultados de la investigación educativa en Ciencias Naturales.

Development of STEM-based practicum on making toothpaste from chicken eggs

One challenge in the science learning in industrial revolution 4.0 includes the development of a practical laboratory work that combines science, technology, engineering and through STEM-based learning. This study aims to develop a practical method based on STEM in the manufacture of toothpaste from the chicken in the egg shells as one example of colloid material. Eggshell was chosen because it is regarded as waste material that may create problems on its disposal. However, eggshell contained high amount of calcium, hence it may be utilized as starting material for toothpaste production. The research methods used Research and Development (R&D) comprised of the development of STEM-based worksheet and its validation by experts. Participants of this study were students of class XI, teacher and validator. Data collected included validator sheets and questionnaires responses. This research resulted in the design of a viable practical methods such as lesson plans and worksheets.

ВЫЯВЛЕНИЕ И АНАЛИЗ ОТНОШЕНИЯ СТУДЕНТОВ ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА К ДИСТАНЦИОННОМУ ОБУЧЕНИЮ ЕНИЕ И АНАЛИЗ ОТНОШЕНИЯ СТУДЕНТОВ ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА К ДИСТАНЦИОННОМУ ОБУЧЕНИЮ

Subject of the paper: dentification and analysis of the attitude of technical University students to the distance learning format. Object of the paper: distance learning in higher education. Work objective: identification and analysis of attitudes and opinions of technical University students to distance learning. Work methodology it consists in identifying the advantages and disadvantages of distance learning for the teaching staff and analyzing the attitude of students to the use of distance technologies in the educational process of a technical University. Work results they contain an analysis of certain aspects of distance learning at the University and compare it with full-time. Getting feedback from students regarding the introduction of distance learning in the educational process of the technical University and their own opinions, suggestions and comments on its organization. The area of application of the results organization of the educational process in a distance learning format, effective interaction of the teaching staff with students in new conditions, maximum use of the interactive environment, automated information system of the University, illustrating and visualizing the subject being studied as one of the possibilities of modern digital technologies. Conclusions: the results of the study showed that students of the technical University quickly adapted to the distance learning format in the current conditions of the coronavirus epidemic. Students expressed their own opinion about the problems they encountered in the process of distance learning, made a number of suggestions for improving the quality of personal accounts, improving feedback from teachers, as well as purchasing licensed software for practical classes and laboratory work, reducing the amount of homework and removing time restrictions on their performance, etc.

Difficulties in Teaching Online with Blackboard Learn Effects of the COVID-19 Pandemic in the Western Branch Colleges of Qassim University

The global COVID-19 pandemic has compelled educational institutions to shift from face-to-face teaching methods to fully online courses. This was possible with the help of information technology advances, which led to the creation of Blackboard Learn, a Learning Management System (LMS). By transitioning their systems to this newly developed LMS, the western branch colleges of Qassim University in the Kingdom of Saudi Arabia were able to support e-learning. To investigate the influence of online learning e-courses on educational institutions and learning outcomes, this paper intends to perform surveys on both faculties and students. The survey mainly focuses on course objectives, practical skills, faculty member’s responses regarding query and discussion, explanations on applied courses, problem-solving, and improving teamwork skills. A comprehensive investigation of the faculties reveals that 59.08% of faculty members believe it is challenging to facilitate course objectives due to the lack of practical lab work and other detailed knowledge exchange on applied courses, which leads to the faculties being unsatisfied with online courses when compared with traditional systems. Moreover, 77.17% of the students think it is difficult to have discussions during online courses in order to solve queries, and this diminishes their problem-solving capability. In addition, with an online course system, there is no way to physically collaborate in teams and work on team projects to improve teamwork abilities.

Design component in the system of tuition programmers

The article deals with brief analysis of the situation in the field of creating software products that consist of graphic visual component. It was proposed and justified the necessity of introduction into the system of training specialists in the field of information technology (IT) a discipline aimed at getting acquainted with the basics of artistic design, studying the properties and qualities of artistic composition, an arsenal of tools allowing it to harmonize. This gives opportunity to students to acquire basic knowledge in the field of composition theory and to form the skills and abilities to make harmonious compositional solutions in design of virtual products containing a graphic component or fully based on it. In the future, the knowledge and skills gained are developed in the study of such disciplines as “Computer graphics and WEB-design”, “WEB-technologies”, “Creating special effects in three-dimensional graphics”, “Geometric modeling”, “Graphics in mobile devices " et cetera. The studying of the proposed discipline allows us to avoid glaring mistake in terms of artistic perception of mistakes for designing internet resources, creation software product interfaces, models and scenes for computer games, as well as software implementation. The article provides the reader with three-modular system for constructing an introductory discipline “Fundamentals of composition in a virtual environment”, including a block of theoretical material in the form of lecture course, laboratory practical work in a vector environment and a set of independently performed works within the framework of the proposed subject. The content of each module is considered and examples of student works, made in accordance with the assigned tasks, are given. Fragments of tasks of subsequent disciplines that require skills in working with images, models and scenes are given. Students who have already gaduated have received such education have several advantages compared to other IT specialists in finding employment, as they are capable of creation a highly harmonious visual lineup and are goal oriented on team collaboration with professional designers

How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?

Over the last decade the number of students coming to university with a BTEC qualification has risen. As BTEC students are more likely to come from widening participation backgrounds, accepting students with a BTEC qualification has been instrumental in helping universities to broaden access to Higher Education. However, the poorer progression and retention of students attending university with a BTEC qualification is a key area of concern. The aim of this study was to explore the transition experience of Biosciences students entering university with a BTEC qualification in order to better target support for these students. Focus groups with current students who entered university with a BTEC qualification, and semi-structured interviews with teaching staff at feeder colleges, highlighted that the BTEC equipped students with many transferable skills relevant to university study. In particular it prepared students for time management, report writing, practical laboratory work and working independently. However, our findings suggest that further support is required in mathematics, chemistry, examination and revision techniques. We propose that instilling confidence, encouraging friendship groups, more transparent advertising and developing inclusive curricula may help to improve BTEC student retention and progression.

Rotational Blended Learning in Computer System Engineering Courses

Contribution: An original application of individual rotation to blended learning, which mixes e-learning, discussion groups (seminars), practical laboratory work, and self-motivated tasks called “mini-projects.” Background: In examining the changing practices toward students’ transferable skills in higher education, current teaching needs to devote much more attention to using multi-modular teaching methods to foster students’ key transferable skills, such as logical, analytical, and creative thinking. Intended Outcomes: Rotational blended learning is intended to maximize students’ engagement and improve educational outcomes during the learning process. Application Design: A rotated form of existing teaching methods—e-learning, seminars, and group projects—was proposed. A quasi-experimental design, involving classroom observation, student surveys, and overall results, was used with two cohorts of computer system engineering students, one a controlled cohort taught using traditional techniques and the other an experimental cohort taught using a novel rotational blended system. Findings: The influence of blended learning on the subsequent development of critical transferable skills was demonstrated. Results suggest that rotational blended learning is an ideal way to address these challenges, since it allows computer engineering students to reassess and enhance the core skills and competencies they need to acquire in their learning experiences.

Use of Concept Maps to Assess Secondary School Chemistry Investigative Practical Work

This paper presents simple ways in which concept maps can be used to assess meaningful learning in chemistry practical work for secondary school learners. The study was carried out using design research based study materials developed to facilitate secondary school investigative practical work in chemistry. The concept maps were used to assess learners understanding of concepts and skills learnt during the laboratory practical work. Chemistry learners at Form One level of secondary school in Kenya were involved in laboratory practical work using design based research materials for learner investigative practical work. After the practical sessions, an evaluation of students’ skill and concept understanding was done by use of two separate concept maps. The first concept map was to assist the learner articulate the understanding of concepts acquired during the lessons while the second concept map guided the learner to demonstrate the basic process skills acquired. A total of sixty (60) concept maps were analyzed. The results obtained indicated positive learner’s concept understanding as well as the effectiveness of the instructional materials in used. The learners were of the view that the concept maps helped them identify connections between learnt concepts. Keywords: Concept mapping, practical work assessment, chemistry assessment, investigative practical DOI : 10.7176/JEP/10-18-19 Publication date :June 30 th 2019

ABOUT THE IMPORTANCE OF LABORATORY LESSONS IN THE COURSE “CONCEPTS OF MODERN NATURAL SCIENCE”

Methods of teaching the course “Concepts of modern natural science” are discussed. It is shown that real (not virtual) laboratory practical work is an important and necessary part of this discipline. The example of realization of such laboratory workshop is given in the article. This laboratory workshop consists of two parts, which can be called “physical” and “biological”. The laboratory works of the “physical” part of the workshop are selected in such a way as to demonstrate deep and universal physical concepts on simple examples. For example, the study of polarized light allows students to get acquainted with the concept of spin of a particle on a simple and understandable example. A simple experience with the Magdeburg hemispheres allows us to discuss the relationship between the continual and discrete approach to the theory of the structure of matter. The “biological” part of the workshop includes not only the fundamental problems of biology itself (for example, the problems of reproduction), but also the problems of mineralogy and paleontology. The study of mineralogical samples allows students to better understand the ideas of the evolution of the earth's surface, and the study of paleontology allows a better understanding of the ideas of the theory of biological evolution.

South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment

This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by a qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.

THE LABORATORY PRACTICAL WORK ON THE THEME “GRAPHICS IN A WORD PROCESSOR”

The fragment of the laboratory practical work for students of the first-second year of the direction 44.03.01 “Pedagogical education” is presented in the article. Practical lesson is conducted using the word processor Microsoft Word 2010. The material will also be useful to practicing teachers, class teachers, teachers of preschool and additional education, informatics teachers when studying the theme “Graphics in a word processor”.