Characterizing the Experimental Procedure in Science Laboratories: A preliminary step towards students experimental design

Abstract

Supported by the French Ministry of ResearchInternational audienceMany studies have stressed students' lack of understanding of experiments in laboratories. Some researchers suggest that if students design parts of, or entire experiments as part of an inquiry-based approach, it would overcome certain difficulties. Experimental design implies to write a procedure. The aim of this paper is to describe the characteristics of a procedure in science laboratories. As a starting point, this paper proposes a model in the form of a hierarchical task diagram that gives the general structure of any procedure. This model allows both analysing existing procedure and designing new inquiry-based approach. The obtained characteristics are further organized into criteria that can help both teachers and students assess a procedure during and after its writing. These results were attained through two different sets of data. First, the characteristics of procedures were established by analysing laboratory manuals. This allowed defining the organization and type of information in procedures in educational context. This analysis revealed that students are seldom asked to write a full procedure, but sometimes have to specify tasks within the procedure. Secondly, iterative interviews were undertaken with teachers. This led to the list of criteria to evaluate the procedure

Desafíos planteados por las actividades abiertas de indagación en el laboratorio: articulación de conocimientos teóricos y prácticos en las prácticas científicas

“…Coincidimos con Girault et al (2012) en considerar que la relación de los conceptos científicos con el experimento es difícil para el alumnado; aplicar el conocimiento a un contexto específico es complicado, por lo que el andamiaje facilitado por el profesorado es un factor clave para la resolución de estas actividades.…”

“…Como indican los resultados, las actividades abiertas presentan más dificultades para el alumnado que las tradicionales, lo que coincide con lo señalado por Girault et al (2012): que el alumnado presenta dificultades para relacionar los contenidos científicos con el experimento que se debe realizar cuando participa en actividades de indagación. Esto no significa que seamos partidarias del regreso a las actividades cerradas tipo «receta», al contrario, sugerimos, al igual que Capps, Crawford y Costas ENSEÑANZA DE LAS CIENCIAS, NÚM.…”

An Analysis of Students’ Difficulties in Processing of Scientific Experiment Manuals

“…Students can develop important skills in science education, such as the development of scientific concepts and principles as well as development of inquiry skills and scientific attitudes through science practical works [2]. Particularly, the experience of science practical works of learners is important because specific learning objectives can only be achieved in this context [3].…”

“…In science practical works, an experimental procedure describing the order of experiments is required [3]. However, it is difficult for students to design their own experiments [3].…”

“…However, it is difficult for students to design their own experiments [3]. Therefore, in general classes, an experimental manual describing the experimental procedure is used [4], and it helps to control the practical work of the students to carry out the experiment effectively [5].…”