Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Tobin, Kenneth

doi:10.1111/j.1949-8594.1990.tb17229.x

Cited by 369 publications

(246 citation statements)

References 28 publications

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“…Previous studies have highlighted the lack of intellectual development, inquiry, problem-solving skills or opportunities to construct knowledge of phenomena and related scientific concepts through laboratory activities (Hofstein & Lunetta, 2004;Tobin, 1990). Furthermore, students struggle to make the connections between the experiment and previous learning and they are unable to link their observations with ideas (Hofstein & Lunetta, 2004).…”

Section: Laboratory Activitiesmentioning

confidence: 99%

“…Furthermore, students struggle to make the connections between the experiment and previous learning and they are unable to link their observations with ideas (Hofstein & Lunetta, 2004). Also, students cannot see the discrepancies between their own concepts, the concepts of their peers and those of the scientific community (Millar, 2004;Tasker, 1981;Tobin, 1990). While practical work engages students in the short-term, students do not sustain this interest to study science past the compulsory years (Abrahams, 2007).…”

Section: Laboratory Activitiesmentioning

confidence: 99%

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Emotionally Intense Science Activities

King

Ritchie

Sandhu

et al. 2015

International Journal of Science Education

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Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8 th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analyzed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. Firstly, during the demonstration activity students experienced the emotions of wonder and surprise; secondly, during a laboratory activity students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students' positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students' attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students' interest and engagement in science and longerterm memorability. Finally, implications for science teachers and pre-service teacher education are suggested.

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Section: Laboratory Activitiesmentioning

confidence: 99%

Section: Laboratory Activitiesmentioning

confidence: 99%

Emotionally Intense Science Activities

King

Ritchie

Sandhu

et al. 2015

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Secondly, quite often labwork is realized as a very restricted spectrum of activities. By contrast, Tobin (1990) claims that cognitively and motivationally effective labwork in science should begin with tasks from which problems emerge, and that run as a complete cycle of problem solving processes. According to Lunetta (1998), a sequence of four general phases should be considered: In the planning-and-design phase, problems emerge, research questions are formulated, hypotheses are formed, expected results are predicted and further experimental activities are designed.…”

Section: Makes Clearmentioning

confidence: 99%

Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions

Neber

Anton

2008

International Journal of Science Education

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“…Freedman (2001) found that students who had regular laboratory instruction acquired significantly more scientific knowledge than students who had no laboratory instruction. According to Tobin (1990), "Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science" (p. 405). It has been assumed that laboratory work helps students improve their analytical and critical skills as well as their creativity and enhances their interest in science through inquiry (Ottander & Grelsson, 2006).…”

Section: Introductionmentioning

confidence: 99%