Browse > Article
http://dx.doi.org/10.15267/keses.2019.38.2.203

Review on the Roles of Laboratory Work in School  

Kim, Ja-Hyeon (Busan Hwarang Elementary School)
Kim, Hyo-Nam (Korea National University of Education)
Yang, Il-Ho (Korea National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.38, no.2, 2019 , pp. 203-215 More about this Journal
Abstract
The purpose of this study is to clarify the roles of laboratory work in school. Twenty-one literatures were identified about roles of laboratory work in school by applying criteria such as published in CI level journals or used as a reference over 100 times during 1960-2017. Twenty-one literatures were reviewed according to periods such as 1960-1989, 1990-2003, and 2004-2017, and identified the roles of laboratory work in school that commonly presented in more than two literature. Seven roles of laboratory work in school identified were as follows (a) learning scientific knowledge, (b) enhancing attitude toward science, (c) learning scientific inquiry methods, (d) acquiring skills to use specific laboratory instruments, (e) enhancing scientific attitude, (f) understanding the nature of science(NOS), and (g) providing opportunity to experience natural or scientific phenomena. The results of this study can be used to provide school teachers and students a clear meaning of the roles of laboratory work in school.
Keywords
science experiment; role of laboratory work; science education literature review;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Yang, I. H. & Cho, H. J. (2005). Review on the aims of laboratory activities in school science. Journal of Korean Elementary Science Education, 24(3), 268-280.
2 Yun, E., Kwon, S. G. & Park, Y. (2015). Analysis of problems of current science textbooks perceived by teachers and students in view of learner-centered classroom. Journal of Science Education, 39(3), 404-417.   DOI
3 Abrahams, I. & Millar, R. (2008). Does practical work really work?: A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969.   DOI
4 Abrahams, I. & Reiss, M. J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035-1055.   DOI
5 Freedman, M. P. (1997). Relationship among laboratory instruction, attitude towards science and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.   DOI
6 Charen, G. (1966). Laboratory methods build attitudes. Science Education, 50(1), 54-57.   DOI
7 Choi, O. J., Kim, H. N. & Paik, S. H. (2000). An ethnorgraphic study on the elementary science classes of the 5th grade students. Journal of Korean Elementary Science Education, 18(2), 35-46.
8 Cruz-Guzman, M., Garcia-Carmona, A. & Criado, A. M. (2017). An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry. International Journal of Science Education, 39(13), 1755-1774.   DOI
9 Hodson, D. (1985). Philosophy of science, science and science education. Studies in Science Education, 12(1), 25-57.   DOI
10 Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70(256), 33-40.
11 Hodson, D. (1996a). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115-135.   DOI
12 Hodson, D. (1996b). Practical work in school science: Exploring some directions for change. International Journal of Science Education, 18(7), 755-760.   DOI
13 Hofstein, A. & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54.   DOI
14 Johnson, R. T., Ryan, F. L. & Schroeder, H. (1974). Inquiry and the development of positive attitudes. Science Education, 58(1), 51-56.   DOI
15 Lee, Y. M. & Park, I. W. (2012). Development of a safe and efficient heat conduction experiment and applications to elementary school science classes. Korean Journal of Elementary Education, 23(4), 1-15.
16 Kang, H. T., Lee, G. & Noh, S. G. (2017). A study on the analysis and the improvement of land and sea breeze model experiment suggested to 2009 revised elementary science curriculum. Journal of Korean Elementary Science Education, 36(1), 1-15.   DOI
17 Kwon, O. J. (2013). Perception change of elementary school students on the infrared. The Journal of Education Studies, 50(1), 101-112.
18 Lee, S. A., Jhun, Y. S., Hong, J. E., Shin, Y. J., Choi, J. H. & Lee, I. H. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-107.
19 Lunetta, V. N., Hofstein, A. & Clough, M. P. (2005). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In Abell, S. K. & Lederman, N. G. (eds.), Handbook of research on science education (pp. 393-441). Mahwah, New Jersey: Lawrence Erlbaum Associates.
20 Oh, P. S. (2017). An interpretation of modeling-based elementary science lessons from a perspective of distributed cognition. Journal of Korean Elementary Science Education, 36(1), 16-30.   DOI
21 Okebukola, P. A. (1986). An investigation of some factors affecting students' attitudes toward laboratory chemistry. Journal of Chemical Education, 63(6), 531-532.   DOI
22 Osborne, J. (2015). Practical work in science: Misunderstood and badly used?. School Science Review, 96(357), 16-24.
23 Ottander, C. & Grelsson, G. (2006). Laboratory work: The teachers' perspective. Journal of Biological Education, 40(3), 113-118.   DOI
24 Reid, N. & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172-185.   DOI
25 Park, J. W. & Kim, S. J. (1996). The survey of problem contexts suffering by the elementary teachers in the elementary science laboratory instruction. Journal of Korean Elementary Science Education, 15(2), 263-282.
26 Pekmez, E. S., Johnson, P. & Gott, R. (2005). Teachers' understanding of the nature and purpose of practical work. Research in Science & Technological Education, 23(1), 3-23.   DOI
27 Raghubir, K. P. (1979). The laboratory-investigative approach to science instruction. Journal of Research in Science Teaching, 16(1), 13-18.   DOI
28 Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.   DOI
29 Stroupe, D. (2015). Describing "science practice" in learning settings. Science Education, 99(6), 1033-1040.   DOI
30 Thompson, J. & Soyibo, K. (2002). Effect of lecture, teacher demonstrations, discussion and practical work on 10th grader's attitude to chemistry and understanding of electrolysis. Research in Science and Technological Education, 20(1), 25-37.   DOI
31 Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.   DOI
32 Wellington, J. (2001). Practical work in school science: which way now?. (S. W. Hwang, Trans.). Seoul: Sigmapress. (Original work published 1998)
33 Wickman, P. O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88(3), 325-344.   DOI