Online appendix to: |
Dry laboratories in science education:
|
||||||||||||||
Contents |
This page does not contain the paper. It does contain:The documentation of the seven computer-based learning programs that are mentioned in the paper.The screen images of these programs.The summary of the paper. |
||||||||||||||
Documentation
|
References to computer-aided learning programs.The links give access to the documentation and by that, to a number of screen images. Most documentation is in Dutch, however summaries and image captions are in English. Weegbree LAVI-leed Wasmeer Oosterschelde Bodem
en milieu in Brabant (Soils and Environment in the Brabant Province) Behavioral
Toxicological Research Practical
Toxicological Histopathology |
||||||||||||||
Screen images |
IllustrationsPlease click on the thumbnails to see the 100% view.
|
||||||||||||||
Summary |
SummaryPractical (laboratory) work in science education has traditionally been used to allow students to rediscover already known concepts and ideas, to demonstrate concepts taught in the classroom or, in the case of inquiry-based science curricula, to teach concepts. Often, these laboratory practicals do not achieve their goals and may even confuse or demotivate students. It is not that using 'wet' practicals is intrinsically wrong; rather, it is that they are often used for the wrong reasons. They do have a place in science curricula - for the conveyance of tacit knowledge that can only be achieved in the laboratory setting. In our view, their use should be restricted to that. Non-laboratory practicals ('dry labs'), and especially multimedia practicals, tend to be used for completely different reasons. They are best used to help students achieve specific cognitive skills (such as analysis, synthesis and evaluation) needed to practise science and to carry out scientific inquiry. This article sketches the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education and presents examples of innovative non-traditional practicals. |
This page now has permanent address:
|
|