Read and study the theory on which the experiment(s) are based. Your understanding of the
theoretical aspect of the lab should be useful to you in handling most student questions which
don’t deal with concrete parts of the experiment(s).
Research the relevance of the experiment, both the technique being taught and the applications of
the theory being demonstrated.
Talk to experienced instructors. They will often have very useful tips about things you are
teaching.
Decide how to introduce the lab most effectively. Before students start the day’s lab, will they
need you to demonstrate the procedures that they’ll be following? Is a handout with written
instructions in order? Do you want two students in the class to demonstrate the experiment to the
rest of the class? Will a 15-minute lecture about the theory and intent of the lab suffice? What
safety information do they need? Your initial introduction to the lab or the day’s first activity can
set the tone and motivation for the rest of the lab.
Plan how you will guide students in preparing their lab reports and have a scoring rubric ready.
From: http://cte.umdnj.edu/traditional_teaching/traditional_laboratory.cfmIII. Common Obstacles
In a recent study, the National Research Council found that most students are not exposed to effective
labs, especially in schools with high percentages of non-Asian minority groups. The NRC study cited a
number of reasons for labs' shortcomings.
Poor school facilities and organization. Many schools lack the space for labs;
others have overly rigid schedules that do not allow students to participate often enough
for labs to have a positive impact on learning.
Weak teacher preparation. Teacher colleges and other universities provide educators
with little training on conducting effective labs; professional-development activities for
veteran teachers are limited in quality and availability.
Poor design. Many labs are not designed with clear learning goals in mind, and are
disconnected from the flow of science lessons. Students are not encouraged to discuss their
preconceptions about scientific topics before, during, and after labs.
Cluttered state standards. Influential academic documents encourage schools to cover long
lists of science topics by grade and offer little guidance for including labs in the flow of classes.
Little representation on state tests. Science assessments given by states do not gauge
student skills in using labs -- which contributes to the lack of attention they receive in schools.
Scarce evidence of what works. Little research exists on what types of labs are most effective;
scientists and researchers even disagree on how to define a science lab.
IV. Tips for Designing More Effective Labs
Researchers have identified a few strategies for creating effective hands-on activities that will improve
students' science learning.
- Clearly stated purposes. Students must understand the explicit goals of a lab in order to understand the
science behind it and carry it out effectively. - Effective sequence. Labs should be connected to what students learned before -- and after -- that
particular hands-on activity. They should be integrated into instruction, rather than presented as isolated
events. - Blending of content and process. In conducting labs, teachers should emphasize both scientific content
in their classes and the processes used by scientists in their work. - Discussion and reflection. Students in a lab should be encouraged to discuss and reflect on those
activities. They should be asked to develop explanations and make sense of patterns in data -- not just
confirm ideas that a teacher has presented to them. Labs should also provide students with opportunities
to discuss sources of error and ways of minimizing them.
From: http://educationalissues.suite101.com/article.cfm/effective_science_labs