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Essay / Research Paper Abstract
This 3 page paper argues that live experiments have a definite place in the classroom. Bibliography list 5 sources.
Page Count:
3 pages (~225 words per page)
File: D0_HVExperi.rtf
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Unformatted sample text from the term paper:
not the same for the student as doing it and seeing the results happen before their eyes. This paper argues that live experiments have a definite place in the
classroom. Discussion It seems self-evident that experiments are valuable, but there are some difficulties involved in teaching them. First, there is a question of the originality of the
work. In most cases, the experiment is designed to confirm in the lab something that the student has already been exposed to in an introductory lecture; "students are ...
required to follow a recipe in order to arrive at a predetermined conclusion. As a consequence, the cognitive demand of the laboratory tends to be low" (de Jong).
In addition, there may be learning difficulties associated with the laboratory, since many students "perceive [it] as a place where they do things, but ... fail to see the
meaning of what they do. As a result, students proceed blindly to make records or manipulate apparatus with little purpose and little consequent enrichment of their understanding of the
relation of what they do to any theory" (de Jong). The basic problem here, according to de Jong, is that science teachers tend to "transmit" knowledge to their students instead
of letting the students make discoveries on their own. That is, they tend to lecture, repeat whats in the book, and then go on to the laboratory to repeat
experiments from their textbooks that "do not require problem-solving skills or creative thinking" (de Jong). And of course experiments done in this way simply reinforce what the students have
already learned from the book and the lecture (de Jong). However, if the curriculum is structured differently, experiments can be original and give the students an opportunity to really learn;
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