Use laboratory teaching approaches that develop scientific process skills and include activities in which students take responsibility¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article's suggestions section recommends applying teaching approaches that develop scientific process skills within the laboratory and preparing activities for that purpose, and improving self-efficacy by "including activities to the learning environment during which students take responsibilities". It further suggests adapting research and inquiry to different lecture contents so students reach information themselves, and encouraging students to research and question rather than receive ready-made knowledge.

Design Implications¶

Context¶

Requirements¶

• Laboratory environment with activities prepared to develop scientific process skills
• Activities during which students take responsibilities

Constraints¶

• Participants reported the approach is time-consuming and tiring, and accessing reliable resources was challenging

Target Learners¶

• pre-service science teachers in university laboratory courses

Target Learning Goals¶

• scientific process skills
• laboratory usage self-efficacy

Claims¶

• The control group taught with the traditional approach also improved significantly on scientific process skills from pretest to post-test [+W]
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of laboratory usage self-efficacy [+W]
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills [+W]
• Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test [+W]
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory [+W]
• Pre-service science teachers in the inquiry group reported both positive experiences (permanent learning, active research, cooperation) and difficulties (time demands, unreliable resources) [+W]

Related Strategies¶

• Use virtual simulations to enhance cognitive learning while prioritizing in-person laboratory sessions for psychomotor and technical skills

Examples¶

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Key Sources¶

• Ceylan ŞEN, Gülşah SEZEN VEKLİ. (2016). The Impact of Inquiry Based Instruction on Science Process Skills and Self-efficacy Perceptions of Pre-service Science Teachers at a University Level Biology Laboratory. Universal Journal of Educational Research 4(3): 603-612. https://doi.org/10.13189/ujer.2016.040319