Educational efficiency of lab reports

Pickering, Miles; Goldstein, Suzanne

doi:10.1021/ed054p315

Cited by 6 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, using the conventional laboratory method the experimental findings may not be uniform, and as such it is unfair to use such exercises for grading purposes. The conventional essay report thus has serious shortcoming many of which have also been pointed out by Pickering & Goldstein (1977).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Instructional Media in Physiology Practical Teaching on Students’ Conceptual Understanding

Tan

Yusof

Asmawi

1989

Journal of Educational Television

View full text Add to dashboard Cite

A videotaped demonstration was compared with a conventional laboratory experiment in physiology for first-year pharmacy students. The experiment was designed as an exercise in the use of the scientific method. The class was divided into a control group who performed the experiment for themselves, and an experimental group who were given the demonstration and spent most of the time analysing and interpreting the data using a semi-programmed report sheet. After the practical session all students wrote an essay-type report. The short-and long-term gains resulting from practical work were assessed using objective pre-and post-tests of cognitive performance. An answer review was given to half of each treatment group after the first posttest. The short-term gains were very moderate and were not significantly different for the treatment groups. The long-term gains were significantly higher for the subgroups given the test answer review. The essay report did not reinforce the gains from the practical experience. Formal assessment of laboratory work did not stimulate motivation and interest in practical work. The findings imply that the role of practical work in some aspects of physiology might usefully be reviewed.

show abstract

Section: Discussionmentioning

confidence: 99%

The Influence of Instructional Media in Physiology Practical Teaching on Students’ Conceptual Understanding

Tan

Yusof

Asmawi

1989

Journal of Educational Television

View full text Add to dashboard Cite

show abstract

“…A la vista de los resultados expuestos en este trabajo, parece ponerse en duda la relación entre el contenido del clásico informe que los alumnos entregan después de la realización de un determinado experimento y el grado de racionalización conseguido sobre los diferentes conceptos articulados en el trabajo priictico desarrollado. Posiblemente un guión de laboratorio más abierto y que no normatice la realización de un posterior informe, a la vez que permita más libertad y tiempo al alumno, pueda acercarle en condiciones más favorables a los diferentes conceptos físicos (Rachelson 1977, Tamir 1977, Pickering and Goldstein 1977. Los guiones entregados a los alumnos en el presente curso corresponden ANEXO Cuestionario 1.…”

Section: Conclusionesunclassified

Validez de los informes sobre trabajos prácticos de Física a nivel universitario

Díaz¹,

Medir²

2006

ensciencias

View full text Add to dashboard Cite

show abstract

“…

From time to time papers on novel grading methods for the laboratory have appeared in this and other educational journals (1)(2)(3)(4)(5)(6)(7)(8)(9)(10). Sporadically, research has been reported on laboratory grading, studying its effectiveness, reproducibility, and motivational consequences (11)(12)(13)(14)(15).However, there is a major gap in the literature, and that is the apparent absence of any studies on student and faculty attitudes toward laboratory grading. Grading is of very great importance to students, and it may very much color their perceptions of their laboratory experiences.

…”

mentioning

confidence: 99%

“…From time to time papers on novel grading methods for the laboratory have appeared in this and other educational journals (1)(2)(3)(4)(5)(6)(7)(8)(9)(10). Sporadically, research has been reported on laboratory grading, studying its effectiveness, reproducibility, and motivational consequences (11)(12)(13)(14)(15).…”

mentioning

confidence: 99%