Case Study:: Improving Laboratory Learning through Group Working and Structured Reflection and Discussion
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[1] University of Strathclyde
University of Strathclyde
Reino Unido
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 31, Nº 4, 1994, págs. 302-310
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Student learning from laboratories is often unsatisfactory; theory is not used as the basis for the planning of effective laboratory practice and experience derived from laboratory practicals often does not lead to deeper theoretical understanding. This article describes how student learning from a series of laboratory practicals was improved using small group methods and a structured learning cycle that encouraged regular reflection on group performance and investigative techniques. Each group was allocated an unknown drug and had to profile its mechanism of action. After each laboratory practical students were required to reflect upon, discuss and agree strategies to improve their performance. The learning benefits were evaluated by means of records of students’ reflections, written reflective reports, a questionnaire evaluation of group working and informal teacher observation and questioning. The discussion focuses on the role of deep reflection, group discussion and actions based on these two processes in improving learning.
