scholarly journals Using Zebrafish to Bring Hands-On Laboratory Experiences to Urban Classrooms

Zebrafish ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 156-178 ◽  
Author(s):  
Rebecca Wilk ◽  
Naomi Ali ◽  
Samantha J. England ◽  
Katharine E. Lewis
Keyword(s):  
Hands On ◽  
Laboratory Experiences ◽  
Urban Classrooms

An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults

2012 ◽  
pp. 328-349 ◽  
Author(s):  
Zol Bahri Razali ◽  
James Trevelyan
Keyword(s):  
Engineering Students ◽  
Practical Knowledge ◽  
Empirical Studies ◽  
Engineering Practice ◽  
Practical Intelligence ◽  
Laboratory Equipment ◽  
Outcome Based Education ◽  
Hands On ◽  
Laboratory Experiences ◽  
Intelligence Scores

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.

A model circulatory system for use in undergraduate physiology laboratories.

1999 ◽  
Vol 277 (6) ◽  
pp. S92 ◽  
Author(s):  
A M Smith
Keyword(s):  
Fluid Velocity ◽  
Circulatory System ◽  
Vessel Diameter ◽  
Model System ◽  
Heart Activity ◽  
Cardiovascular Fluid Dynamics ◽  
Hands On ◽  
Reasonable Cost ◽  
Quantitative Results ◽  
Laboratory Experiences

The cardiovascular system is a central topic in physiology classes, yet it is difficult to provide undergraduates with quality laboratory experiences in this area. Thus a model circulatory system was developed to give students hands-on experience with cardiovascular fluid dynamics. This model system can be constructed from readily available materials at a reasonable cost. It has a realistic pressure drop across the different vessels. Using this system, students can investigate the effect that blood volume, vessel compliance, vessel construction, and heart activity have on blood pressure and flow. The system also demonstrates the effect of vessel diameter on resistance and fluid velocity. This model may give students a more concrete, intuitive feel for cardiovascular physiology. Another advantage is that it allows dramatic and easily controlled manipulations with quantitative results. Finally, its simple construction allows students to interchange components, giving them greater flexibility in experimentation.

scholarly journals Authentic Student Laboratory Classes in Science Education

2018 ◽  
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Student Interactions ◽  
Minimum Requirement ◽  
Teacher Student ◽  
Laboratory Class ◽  
Hands On ◽  
Science Laboratories ◽  
Industry Engagement ◽  
Student Laboratory ◽  
Laboratory Experiences

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class and the immediate responses provided by the experiments are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. In that course, we present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

What do Students Gain from Laboratory Experiences?

2012 ◽  
pp. 416-431 ◽  
Author(s):  
James Trevelyan ◽  
Zol Bahri Razali
Keyword(s):  
New Technologies ◽  
Practical Knowledge ◽  
Remote Access ◽  
Limiting Factors ◽  
Practical Intelligence ◽  
Hands On ◽  
Substantial Investment ◽  
Traditional Patterns ◽  
Laboratory Experiences ◽  
The University

The University of Western Australia invested significant funding to develop and test new technologies for student learning using the internet, including a substantial investment in remote access laboratories. Over 15 years of operation, some significant limiting factors have become apparent. The technology has not been widely adopted, either in our own faculty or elsewhere. Nearly all engineering laboratory classes still follow traditional patterns, as do lecture and tutorial classes. Therefore it is worth asking why the adoption of such an apparently attractive technology has been so much slower than expected. To answer this question we started a project to understand more about the practical learning outcomes from traditional laboratory classes. When we applied tools from psychologists to measure practical intelligence in an electronics laboratory class, we not only found we could measure a significant gain in hands-on practical intelligence, but also predict students’ ability to diagnose equipment faults. For the first time, therefore, we can demonstrate that there are real advantages inherent in hands-on laboratory classes, and we can measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge and skills from remote laboratories as well.

scholarly journals Authentic Student Laboratory Classes in Science Education

2018 ◽  
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Student Interactions ◽  
Minimum Requirement ◽  
Teacher Student ◽  
Laboratory Class ◽  
Hands On ◽  
Science Laboratories ◽  
Industry Engagement ◽  
Student Laboratory ◽  
Laboratory Experiences

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and a presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class, and the immediate responses provided by these experiments, are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as a backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. We present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

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