Students’ Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature
Christian Bob Nicol 1 * , Emmanuel Gakuba 2, Gonzague Habinshuti 3
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1 African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of Education, University of Rwanda, RWANDA
2 Department of Mathematics, Science and Physical Education, College of Education, University of Rwanda, RWANDA
3 School of Inclusive and Special Needs Education, College of Education, University of Rwanda, RWANDA
* Corresponding Author

Abstract

The scientific community continues to give conflicting impressions about the contribution of laboratory activities to science learning and yet ignores the views of students who are the focus of learning. In this paper, we reviewed postsecondary school students’ experiences in the science laboratories. Students were most concerned about the impact of the laboratory activities and their preferences pointed more towards greater independent, participatory and interactive learning engagements. This review has implied that students should not be left out in science laboratory learning reform efforts and their views about what obtains in the science laboratories should be routinely monitored to inform such reforms.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

https://doi.org/10.29333/ejmste/11793

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 3, Article No: em2087

Publication date: 23 Feb 2022

Article Views: 477

Article Downloads: 721

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