Examining labwork's new potential
Labwork has long been used as a pedagogical activity in the field of science education. What remained to be explored is how this activity can be utilised more effectively. The case studies focused on labwork specifically in Physics, Chemistry and Biology at the upper secondary school level as well as the first years of undergraduate at university. The root of the study was quite vast in scope. It included the examination of the learning process as well as the influence of personal, socio-cultural and organisational factors. Also taken into consideration was how students recognize the breadth of scientific results, different forms of labwork in use, the role and objectives of teachers and the actual learning material. A survey was used to obtain a clear understanding of how the teaching approach using labwork varies in different countries in order to provide a common framework. The twenty-three case studies across six groups involved an in-depth look at various contexts in which labwork can facilitate students to comprehend different aspects of scientific knowledge and inquiry. The focus spanned the evolution and acquisition of conceptual knowledge, instructor objectives, the relation between what students do and what they actually learn and the effectiveness of teaching strategies. The case studies were classified into four groups of labwork: small group work and hands-on experience, the integration of new technologies, open-ended and that which addressed specific phases. Furthermore, the labwork was classified according to effectiveness regarding student learning compared to expected learning objectives and student actions and understanding during labwork compared to what was originally planned. The overall objectives of the analysis go beyond promoting the traditional concept of understanding and procedural competence. They also reach an epistemological plane and, in so doing, discover that one can enhance the other.
