This theoretical review analyses connection between use of labs and building up of knowledge retentions and questioning abilities in science students at the secondary school. Based on constructivist learning theory and question-driven learning models, the paper synthesizes the existing literature to explain how practical laboratory activities helps in meaningful science learning. The review examines four major thematic themes that include the contribution of laboratory activities to conceptual learning, how practical work and knowledge retention relate to each other, how practical work develops scientific inquiry skills when laboratories are used, and issues that hinder effective use of laboratories. The results have shown that well-designed laboratory tasks lead to a significant improvement in the ability of the students to memorize scientific knowledge and build necessary skills of inquiry. The success of this is however dependent on the availability of resources, teacher readiness, alignment of the curriculum, and the methods used. The review has led to a conclusion that the use of laboratories as a critical mediating variable suggests that science education and student achievement are related. It also gives recommendations to educational policy makers, school administrators, and science teachers on how to maximize the use of the laboratory instruction to enhance student performance in secondary school science education.
Keywords: Constructivism, hands-on learning, inquiry skills, knowledge retention, laboratory utilization, secondary school science
