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The laboratory in higher science education: Problems, premises and objectives

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Abstract

A university study in the natural sciences, devoid of a practical component such as laboratory work is virtually unthinkable. One could even go so far as saying that it is extremely rare for anyone to question the necessity of laboratory work in either high school or university science curricula. Laboratory work is simply part of the science game. This article discusses the problems concerning the use of the laboratory as didactic tool in the educational process, the premises underlying its use in science education and different approaches to its implementation as described in recent literature. This article is primarily directed at a clarification and explicitation of objectives and of their implementation in laboratory work at the Dutch Open University. The effective and efficient use of time spent in the laboratory is a necessity for all educational institutions, but especially for an institution for distance education.

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Authors and Affiliations

  1. Open University, Valkenburgerweg 167, 6419 AT, Heerlen, The Netherlands

    P. A. Kirschner & M. A. M. Meester

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  1. P. A. Kirschner
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  2. M. A. M. Meester
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Kirschner, P.A., Meester, M.A.M. The laboratory in higher science education: Problems, premises and objectives. High Educ 17, 81–98 (1988). https://doi.org/10.1007/BF00130901

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