Section XIII: The Role of Labs in the Science ClassroomPreparing for and Managing Effective Laboratory
Experiences
I. Introduction
Science labs can be among the richest experiences students can have in their middle and high school
education. It is one of the few opportunities students will have to practice science much in the way
professionals do. Often, though, labs are presented as mere recipes in which students follow precise
instructions to arrive at a conclusion whose importance is not clear. In order for labs to be effective,
students need to understand not only how to do the experiment, but why the experiment is worth doing,
and what purpose it serves for better understanding a concept, relationship, or process.
Laboratory experiences in the science classroom help students attain the following science learning goals:
Enhancing mastery of subject matter.
Developing scientific reasoning.
Understanding the complexity and ambiguity of empirical work.
Developing practical skills.
Understanding of the nature of science.
Cultivating interest in science and interest in learning science.
Developing teamwork abilities.II. Designing Effective Lab Experiences
Laboratory experiences have features that make them unlike other forms of science instruction. These
unique features make it a challenge to structure laboratory experiences so that they neither overwhelm
students with complexity on one hand nor rigidly specify all of the questions, procedures, and materials
on the other. Over the course of a student’s high school science career, the appropriate balance between
complexity and specificity may vary.
The most important thing a teacher can do to ensure that lab activities run smoothly is to be well
prepared. Preparation should include being acquainted with safety precautions associated with the lab.
The teacher should be well-acquainted with all the materials and equipment the lab requires so that time
won’t be lost looking for necessary equipment or materials. It is also essential that the teacher knows the
location of the first aid kit, basic first aid rules, and procedures for getting emergency assistance.
Basic planning for a lab activity might include the following.
Know exactly what the students are supposed to learn and why they have to learn these things.
This will come in handy when your students start to wonder why they’re doing what they’re doing.
Perform the entire experiment in advance. There is no guarantee it’s going to work as advertised
in the lab manual. By going through the lab yourself, you’ll be familiar with some of the stumbling
blocks that your students may confront and you’ll know the subtler points of the process you are
demonstrating. If this isn't possible, at least read through the procedure as though you were doing
it. And familiarize yourself with the equipment that your students will be using. Also, obtain some
sample data and work the calculations and answer the questions (without using the key).