The review of research evidence draws on three major strands of research: (1) cognitive research illuminating how students learn (2) studies that examine laboratory experiences that stand alone, separate from the flow of classroom science instruction and (3) research projects that sequence laboratory experiences with other forms of science instruction. In this chapter, the committee first identifies and clarifies the learning goals of laboratory experiences and then discusses research evidence on attainment of those goals. The research suggests that laboratory experiences will be more likely to achieve these goals if they (1) are designed with clear learning outcomes in mind, (2) are thoughtfully sequenced into the flow of classroom science instruction, (3) integrate learning of science content and process, and (4) incorporate ongoing student reflection and discussion.Ĭomputer-based representations and simulations of natural phenomena and large scientific databases are more likely to be effective if they are integrated into a thoughtful sequence of classroom science instruction that also includes laboratory experiences.
The science learning goals of laboratory experiences include enhancing mastery of science subject matter, developing scientific reasoning abilities, increasing understanding of the complexity and ambiguity of empirical work, developing practical skills, increasing understanding of the nature of science, cultivating interest in science and science learning, and improving teamwork abilities.