Enhancing the student experience of laboratory practicals through digital video guides

Croker, K; Andersson, Holger; Lush, David; Prince, R.I; Gomez, Stephen

doi:10.3108/beej.16.2

Cited by 29 publications

(17 citation statements)

References 8 publications

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“…Kegiatan laboratorium dapat digunakan sebagai alternatif kegiatan untuk mengeksplor dan memaksimalkan potensi belajar siswa melalui kegiatan bioscience pertama, yakni siswa dapat mengembangkan diri dalam pembelajaran biologi sebagai bagian dari sains, melalui kegiatan berbasis laboratorium (Croker, Andersson, Lush, Prince, & Gomez, 2010). Pembelajaran berbasis kegiatan laboratorium memiliki potensi untuk (1) mengajarkan keterampilan manipulasi, (2) memahami penggunaan peralatan, (3) membantu pemahaman inquiri ilmiah (meliputi merancang eksperimen, melaksanakan eksperimen, mengumpulkan data, interpretasi data), (4) mengembangkan sikap terhadap sains, (5) memberikan pengenalan berupa contoh-contoh nyata terhadap konsep-konsep abstrak (Lagowski, 2002).…”

Section: Pendahuluanunclassified

Analisis komponen penyusun desain kegiatan laboratorium bioteknologi

Laelasari

Supriatno

2018

J. Bioedukatika

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Tujuan dalam penelitian ini untuk mendeskripsikan tiga komponen utama dalam desain kegiatan laboratorium bioteknologi yakni tujuan, proses dan pertanyaan yang dapat digunakan sebagai dasar untuk melakukan rekonstruksi terhadap desain kegiatan laboratorium tersebut. Pengambilan sampel dilakukan secara purposif dengan mengambil 10 sampel desain kegiatan laboratorium yang terdapat di sepuluh SMA Negeri di kota Bandung. Peneliti mengembangkan instrument berupa tabel deskriptif yang digunakan untuk menganalisis keterkaitan antara komponen tujuan, proses dan pertanyaan. Hasil menunjukkan bahwa praktikum secara keseluruhan mengarah pada kategori meningkatkan pemahaman terhadap materi pelajaran dan mengembangkan keterampilan dasar. Hanya 20% tujuan praktikum mengacu pada indikator hasil penjabaran Kompetensi Dasar, tergambar dalam langkah kerja dan dapat dicapai setelah melakukan kegiatan laboratorium, 20% proses sesuai dengan tujuan, berstruktur logis, sistematis, serta tepat dalam menghasilkan data, dan temuan mengungkap hanya 39,28% pertanyaan yang bersesuaian dengan tujuan dan proses. Sisanya bermasalah terutama dalam hal tidak tergambarnya tujuan dalam langkah kerja, tidak dapat dicapainya tujuan, proses tidak mengacu pada tujuan, tidak logis, dan juga tidak sistematis, tidak menghasilkan data yang diharapkan, serta tidak mengacunya pertanyaan pada tujuan ataupun proses. Hasil tersebut merupakan temuan yang dapat dijadikan sebagai dasar untuk melakukan rekonstruski terhadap desain kegiatan laboratorium bioteknologi. Kata kunci: Desain kegiatan laboratorium Tujuan praktikum Proses kegiatan laboratorium Pertanyaan praktikum Bioteknologi

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Section: Pendahuluanunclassified

Analisis komponen penyusun desain kegiatan laboratorium bioteknologi

Laelasari

Supriatno

2018

J. Bioedukatika

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“…Laboratory-based learning activities can be used as an alternative to learning activities to explore and maximize students' learning potential through the first bioscience activity, where students can develop themselves in biology learning as part of science through laboratory-based activities (Croker, et al, 2010). Supriatno (2009) has researched 46 samples of Biology Student worksheets.…”

Section: Introductionmentioning

confidence: 99%

The Analysis and Reconstruction of Laboratory Activities Design on the Material of Differences Between Animal and Plant Cells for Tenth Grade Students

2021

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This research aimed to provide an overview of the practicum design regarding the differences between animal cell and plant cell used in Student Worksheet in Banyuwangi Regency. The samples used were 6 Student Worksheets of practicum work on animal and plant cells consisting of 3 Student Worksheets from the education unit level curriculum (hereafter, KTSP) and 3 Student Worksheets from the curriculum 2013. The sampling technique used in this research was purposive sampling. The instruments used were obtained from the Biology Education Lecturers Team of Indonesia University of Education which consisted of relevance aspect, Competency Aspect, practical aspect and knowledge construction analysis of Vee Diagram adapted from Novak & Gowin (1984). The results of the analysis showed the following: 1.) relevance aspect, not in accordance with the demands of Basic Competence, 2.) Competency Aspect, there were no objects or phenomena that could be observed and the ability to think was only limited to C1, 3.) practical aspect, showing that the suitability of the tools , materials and practicum steps still did not meet the practicum standards, and 4.) the knowledge construction of title/objective had not been focused, the object of the phenomenon could not be observed and only a few theories, principles, and concepts could be identified. This shows that the role of Student Worksheet in practicum activities has not been optimal and practicum reconstruction is needed so that practicum activities can run optimally.

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“…Most research examining the use of these media in the anatomical sciences, however, has focused on instructional videos and photographs. These are typically produced by an instructor or third party and provide instructions prior to a procedure (Saxena et al, ), demonstrate a clinical procedure (Wilson and Nava, ), allow for reflection on professionalism issues (Kostas et al, ; Bonnaud‐Antignac et al, ; Senchina, ), provide supplemental information (Solomon et al, ; McNulty et al, ), replace dissection, or provide an example of an ideal dissection (DiLullo et al, 2006; Granger and Calleson, 2006; Croker et al, ). Virtually no research has examined the use of video and photography content produced by learners within the anatomy laboratory.…”

Section: Introductionmentioning

confidence: 99%

We are what we do: Examining learner‐generated content in the anatomy laboratory through the lens of activity theory

Doubleday

Wille

2014

Anatomical Sciences Ed

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Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities.

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Enhancing the student experience of laboratory practicals through digital video guides

Cited by 29 publications

References 8 publications

Analisis komponen penyusun desain kegiatan laboratorium bioteknologi

Analisis komponen penyusun desain kegiatan laboratorium bioteknologi

The Analysis and Reconstruction of Laboratory Activities Design on the Material of Differences Between Animal and Plant Cells for Tenth Grade Students

We are what we do: Examining learner‐generated content in the anatomy laboratory through the lens of activity theory

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