Laboratory Utilization: The Effect on Knowledge Retention and Inquiry Skills in Secondary School Science (Published)
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
Social Constructivism: Implications on Teaching and Learning (Published)
The purpose of this paper was to look at social constructivism as a learning theory and its implications on teaching methods, students’ learning motivation and the entire teaching/learning process. Social constructivism is a collaborative form of learning based on interaction, discussion and knowledge sharing among students. The teacher’s role is to employ teaching methods that that are learner centred and collaborative in nature. The underlying factor is that learners work together in groups sharing ideas, finding answers to problems or just creating something new to add to existing knowledge. This learning theory deemphasizes teacher-monotony in the classroom, but encourages active interaction among learners, the teacher and other components of the teaching learning process. It also concretizes learning and knowledge by making students retain the facts that they discover and construct by themselves than those they are told by the teacher among other benefits.
Keywords: Constructivism, Implications, Learning, Social, Teaching