1.

4 Theoretical/Conceptual Framework

Theoretical Framework

Teaching Methods
In Practical Lab

Constructivism
Direct Instruction Inquiry Strategy
Approach

Figure 1: Type of teaching methods in practical lab [Source: Ibrahim, H, N., Surif, J.,

Khew, P, H., Yaakub, S. (2014). p.4948.]

Based on study, the teacher methods in practical lab can be divided into three

types which are direct instruction, inquiry strategy and constructivism approach.

These teaching methods have different types of characteristics and this directly

influences the performance of students in practical lab.

Direct Instruction

Direct instruction is a teaching method which is teacher-centered. By using this

method, teacher gives the most theoretical knowledge to students and least hands-on

activities are conducted by students. At the most of the time during practical session,

teacher controls the activities of students. Therefore, teacher expect that there is

minimum error done by students. In this teaching method, teacher also demonstrates

the procedures and explains or discusses the each procedure of the experiment to
students. As a result, students will just followed the demonstration of teacher and

simply absorb the knowledge.

Inquiry strategy

Inquiry strategy is a student-centered teaching method. With inquiry-based

method, teacher gives a question or a set of procedures to students and students are

allowed to find out the answers by conducting the experiment by themselves. In this

method, teacher is acted as a guider who guide students by given some clues or hints

and also review their progress is whether correct or not. Students will solve the

experiential-problem by gathering the data, observations and results. At this stage,

students will do a deep study for the theoretical knowledge which is applied in the

practical work and their critical thinking skill is enhanced too.

Constructivism approach

Constructivism approach is also a student-centered teaching method. With this

method, students will reconstruct the knowledge their learnt before. Students are

worked in the group and discover some problems with a topic given. Discussion is

done with teacher and other groups before starting an experiment. To find out the

answer, students are allowed to design their own practical work. After each group

finish doing their practicals, they will regather again and discuss their own result or

data among groups and teacher. Exchanging information is done by students. With

this method, there is a high interaction between teacher and students. Besides,

students’ application skill and their ability to think critically are enhanced too. They

are also able to understand how the theory is applied to the real world.
Conceptual Framework

Teaching method Student

• Direct Instruction performance
• Inquiry strategy • Skill
• Constructivism • Concept
Approach • Cognitive abilities
• understanding the
nature of science
• attitudes

Figure 2: the relationship between teaching method in practical lab and students'

performance.[Source: Olubu, O, M. (2015). Effect of Laboratory Learning

Environment on Students’ Learning Outcome in Secondary School Chemistry.

When different types of teaching method are used in practical lab, it brings

different types of effects on students’ performance. In practical lab, students’

performance can be divided into 5 categories which are skill, concept, cognitive

abilities, understanding of the nature of science and attitudes.

Skill

During doing practical work, some skill are required from students such as

manipulative skill, inquiry skill, investigative skill, organizational skill and

communication skill. These skills can be enhanced by doing practical work.

Concept

The concepts of mastery such as hypothesis, theoretical model and taxonomy

category are required when designing a practical work. These concepts are very

important for them because if these concepts are not identified well before the
practical work, the practical work might be unstructured and student will meet

difficulties during practical work session.

Cognitive abilities

Students’ cognitive abilities such as critical thinking, problem solving skill,

application skill , ability of analysis and synthesis are developed during practical lab

session. This is because these skills are required from students in order to explain the

phenomena or theory behind the work. Not only that, these are also required for them

to prepare their practical report and discussion with teacher.

Understanding the nature of science

When students do the practical activities by themselves, they just can understand

how the theories they learnt are related and linked to the real world. Therefore, they

can understand deeply about the theoretical concept and are able to apply on other

similar situations because they have experiences to see how these theories work in

real world.

Attitude

Practical work session can help students to develop a more positive scientific

attitudes. For example, the attitudes include curiosity, interest on science, the ability

to take risk, objectivity, precision, confidence, perseverance, satisfaction,

responsibility, consensus, collaboration, and liking science. These are very important

components for the students to keep their passion in scientific industry.