| IJARER |
International
Journal of Academic Research in Education and Review |
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International Journal of Academic Research in Education and Review Vol. 2(7), pp. 160-164, August, 2014. ISSN: 2360-7866 DOI: 10.14662/IJARER2014.036
Full Length Research
HOW TO USE THE LABORATORY AND CONDUCT PRACTICAL FOR SKILLS AQUISITION FOR SECONDARY SCHOOL STUDENTS
A.G. Kassim
Department of Chemistry, Federal College of Education, Zaria Kaduna State, Nigeria. E-mail: kadamug@gmail.com
Accepted 24 August 2014
A well designed
Laboratory creates opportunity for students to learn science
concepts meaningfully, acquire scientific skills and scientific
attitudes. Thus it is imperative that teachers acquire skills in
designing laboratory activities to provide students deep
understanding of science concepts for them to apply these concepts
in solving practical problems. This paper provides an outline of
major functions of the laboratory, skills in organizing laboratory
activities, and how science practical work can be effectively
assessed to encourage students’ use of science skills in solving
problems. Teachers often use the product-based assessment in which
marks or grades are awarded on how close a student’s results are to
the target value. Researchers have shown that the process-based
assessment in which grades are given based on whether students
perform some operations correctly or not is more effective as it
ensures close supervision of students by the teacher which motivates
students to be more attentive and thorough in carrying out practical
activities in the laboratory. A process-based criteria for
assessment of practical skills was provided as a model for teachers
who intend to use them or construct other process-related assessment
criteria for assessment of other skills. |
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