Eight laboratory method types from three classificatory adjectives¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper classifies laboratory instruction along three adjective groups, producing eight option types that differ in their space requirements. The author writes: "For science courses, laboratory variations can be described using three groups of adjectives: (1) wet-dry, (2) verifying-inquiring, and (3) directed-undirected." Wet laboratories require water and related services, verifying labs allow rigid scheduling away from the classroom, while undirected inquiry demands enlarged storage and after-class access. Printed examples of each type are provided in an appendix.

Design Implications¶

Context¶

Requirements¶

• Educators must contrast variations on the laboratory method before evaluating the need for expensive laboratory construction

Constraints¶

• Not all laboratory methods require the same spaces; differences from non-laboratory techniques can be subtle

Target Learners¶

• students in grades nine through twelve science courses

Target Learning Objectives¶

• laboratory-based science learning under product- or process-centered goals

Claims¶

Related Theories¶

• Four basic determinants of spatial adequacy in educational specifications
• A procedural goals-methods-facilities model for planning science facilities
• Seven goals for secondary science education with spatial consequences

Examples¶

• Draft flexible educational specifications stating activities and needs rather than fixed dimensions

Key Sources¶

• Engelhardt, David Frederic. (1966). Space Requirements for Science Instruction Grades 9-12. Harvard Univ., Cambridge, Mass. Graduate School of Education. https://eric.ed.gov/?id=ED022353