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    Hanifah Herlini
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    The speaker discussed the role of experiments in science teaching and learning. Some key points included: - Students spend about 60% of lesson time on experiments, but often have limited opportunities for independent work and instead follow "cookbook" style experiments. - Experiments and theories are intrinsically linked, with new knowledge developing through a cyclical process rather than experiments alone. - Experiments in teaching aim to develop skills, illustrate science concepts, and allow student experiences, but opportunities for active experimentation beyond hands-on activities remain limited.

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    The speaker discussed the role of experiments in science teaching and learning. Some key points included: - Students spend about 60% of lesson time on experiments, but often have limited opportunities for independent work and instead follow "cookbook" style experiments. - Experiments and theories are intrinsically linked, with new knowledge developing through a cyclical process rather than experiments alone. - Experiments in teaching aim to develop skills, illustrate science concepts, and allow student experiences, but opportunities for active experimentation beyond hands-on activities remain limited.

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    Attribution Non-Commercial (BY-NC)
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    347 vues1 page

    Guest Lecture Summary Report Doc2

    Transféré par

    Hanifah Herlini
    The speaker discussed the role of experiments in science teaching and learning. Some key points included: - Students spend about 60% of lesson time on experiments, but often have limited opportunities for independent work and instead follow "cookbook" style experiments. - Experiments and theories are intrinsically linked, with new knowledge developing through a cyclical process rather than experiments alone. - Experiments in teaching aim to develop skills, illustrate science concepts, and allow student experiences, but opportunities for active experimentation beyond hands-on activities remain limited.

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 1

    Guest Lecture Summary Report Date Topic Speaker : October 23, 2013 : On The Role Of The Experiment In Science

    Teaching And Learning : Reinders Duit

    Summary of Presentation Some of 60% lesson time of students have to do with experiments. The experiment plays a key role in subjects instruction. Studies on the practice of experimentation in science instruction stated that usually, students have rather limited chances for self-responsible work even if the students experiment plays a significant role as cook-book. Experimentation and theoretical modeling are intimately linked.

    EXPERIMENT (EXPERIENCE)

    THEORY (INTERPRETATION)

    This holds for the actual philosophy of science-view on the role of the experiment in the science inquiry process. It also holds for the role of the experiment in teaching and learning science. New knowledge develops from a cyclical process of experimentation and theorizing never solely from the experiment. A preliminary remark on terms used for the experiment is the experiments in science and the experiments in teaching and learning science. Aims of carrying out experiments in science instruction: 1. Training science processes and skills 2. Teaching philosophy of science issues 3. Illustrating the significant of science in everyday life and technology 4. Raising interests allowing student own experiences 5. Helping to develop social skills 6. Demonstrating science content issues Result of empirical research on self-responsibility experimentation, according to the constructivist view of teaching and learning students, make their own sense, everything presented to them in science instruction, because when carrying out cook-book style experiments, many students dont know what they do and why they are doing that. Expectation suggested by the conceptions they hold. However, the experiment plays a truly significant role in science instruction, in theory and practice. There is no reason to blame the practice of experimentation in school by chalk & talk. Opportunities for an active engagement in experimentation that go beyond hands-on is still rather limited-all over the world. It seems that the practice of science instruction is still significantly focused on teaching and learning science concept.

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