The Interest of the Diversity of Perspectives and Methodologies in Evaluating the Science Laboratory Learning Environment

Abstract

The importance of researching the opinions of students and teachers has been pointed out concerning the improvement of teaching and learning in laboratory environments. In this regard, a study of the laboratory environment was carried out from a diversity of perspectives and methodologies. By means of a questionnaire it was learned that the perception of the actual laboratory environment was clearly positive, with clear similarities but also some differences among participants. While the retrospective narrative has helped explain some of these differences, such as a less positive assessment by the teacher of the material environment as regards the large number of students for the limited laboratory space, the students' assessment is highly homogeneous and does not appear to be influenced by these conditions. The use of a fast and simple quantitative tool has provided the participants' general outlook, complemented by the qualitative depth of the retrospective account provided by the teacher.

Analisis Kinerja Mahasiswa Dalam Praktikum Isolasi Dna

“…Teknik mengisolasi DNA akan lebih dapat dipahami oleh mahasiswa dengan cara melakukan kerja praktikum secara langsung (hands-on). Sesuai dengan pendapat peneliti sebelumnya bahwa lingkungan pembelajaran hands-on dan berpusat-aktivitas lebih banyak dibutuhkan oleh pelajar (Glowinski dan Bayrhuber, 2011), dan kerja praktik di laboratorium merupakan salah satu elemen penting dari pendidikan sains (Membiela dan Vidal, 2017). Manfaat kegiatan laboratorium bagi pelajar untuk meningkatkan: pemahaman prosedural dan konseptual, keterampilan intelektual dan praktis, serta literasi ilmiah (Areepattamannil, et al, 2011), dan aktivitas kerja praktik dapat digunakan sebagai alat asesmen untuk mengases pengetahuan dan keterampilan pelajar secara simultan (Sedumedi, 2017).…”

What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

“…The complexity of measuring laboratory learning is compounded by the fact that objectives of experimental work encompass procedural knowledge, conceptual understanding, and process/inquiry skills. These various goals of laboratory learning have been articulated by many (Boud, Dunn, & Hegarty-Hazel, 1986;Hart, Mulhall, Berry, Loughran, Gunstone, 2000;Abrahams & Millar, 2008;Hofstein & Lunetta, 2004;Hofstein & Mamlok-Naaman, 2007, Membiela & Vidal, 2017. The difficulty of encompassing all these factors has made these kind of measurements rare.…”