Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning
Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning
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DOI：
10.1111/j.1949-8594.1990.tb17229.x
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发表时间：
1990-05
影响因子：
1.1
通讯作者：
K. Tobin
中科院分区：
文献类型：
--
作者：
K. Tobin
多年来，实验室活动一直被视为科学教育的一个重要而神圣的组成部分。许多科学教育工作者认为，实验室是科学的本质，这是一种哲学，往往是在州和地区一级的立法和政策所体现的。然而，有证据表明，实验室活动没有达到提高学生学习理解的潜力（Hofstein & Lunetta，1982; Stake &伊斯利，1978; Tobin & Gallagher，1987）。实验室活动在学生解决问题和构建相关科学知识方面有很大的潜力。Tamir和Lunetta（1981年）指出，20世纪60年代科学课程中实验室的主要目的是促进学生探究，并允许学生进行调查。他们注意到，这种强调与将实验室主要用作说明、演示和验证已知概念和定律的地方形成鲜明对比。根据Hofstein和Lunetta（1982），实验室活动可以有效地促进智力发展，探究和解决问题的技能。此外，他们声称，实验室活动可以帮助发展观察和操作技能，并帮助理解科学概念。但从各方面来看，实验室活动往往不能达到预期的结果。Novak（1988）形象地描述了这些问题：科学实验室一直被认为是学生学习科学过程的地方。但是，关于实验室对学习科学的价值的研究摘要并不支持实验室而不是讲座演示。最近的研究也表明实验室教学缺乏有效性。我们的研究表明，大多数学生在实验室里获得的洞察力很少，无论是关于所涉及的关键科学概念，还是对过程
For a great many years, laboratory activities have been regarded as an important and almost sacred part of science education. By many science educators, the laboratory is viewed as the essence of science, a philosophy that often is enshrined in legislation and policy at state and district level. Yet the evidence suggests that laboratory activities fall short on achieving the potential for enhancing student learning with understanding (Hofstein & Lunetta, 1982; Stake & Easley, 1978; Tobin & Gallagher, 1987). Laboratory activities promise so much in terms of students being able to solve problems and construct relevant science knowledge. Tamir and Lunetta (1981) indicated that the main purpose of the laboratory in the science curricula of the 1960s was to promote student inquiry and allow students to undertake investigations. They noted that this emphasis was in marked contrast to using thelaboratory primarily as a place to illustrate, demonstrate, and verify known concepts and laws. According to Hofstein and Lunetta (1982), laboratoryactivities can be effective in promoting intellectual development, inquiry, and problem-solving skills. Further, they claimed that laboratory activities could assist in the development of observational and manipulative skills and in understanding science concepts. But from all accounts, laboratory activities often arenot able to accomplish the desired outcomes. Novak (1988) described the problems graphically:The science laboratory has always been regarded as the place where students should learn the process of doing science. But summaries of research on the value of laboratory for learning science did not favor laboratory over lecture-demonstration... and more recent studies also show an appalling lack of effectiveness of laboratory instruction... Our studies showed that most students in laboratories gained little insight either regarding the key science concepts involved or toward the process