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Laboratory Method - 2 B

The laboratory method involves planned learning activities using original data to solve problems through first-hand experience with experiments or investigations. It allows students to experience learning situations directly, apply theory to practice, and develop skills with greater independence than group work. For teachers, it allows them to observe students, assess their understanding, and provide targeted guidance to correct mistakes and encourage independent work. The key steps are an introductory phase to establish objectives, a work period where students conduct their work under supervision, and culminating activities to discuss results.

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Anurag Tiwari
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153 views4 pages

Laboratory Method - 2 B

The laboratory method involves planned learning activities using original data to solve problems through first-hand experience with experiments or investigations. It allows students to experience learning situations directly, apply theory to practice, and develop skills with greater independence than group work. For teachers, it allows them to observe students, assess their understanding, and provide targeted guidance to correct mistakes and encourage independent work. The key steps are an introductory phase to establish objectives, a work period where students conduct their work under supervision, and culminating activities to discuss results.

Uploaded by

Anurag Tiwari
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LABORATORY METHOD

Webster defines the word laboratory was applied originally to the “the workroom of the
chemist”, a placed devoted to the experimental study of the natural sciences.

Laboratory procedure is considered as planned learning activity dealing with original or raw data
in the solution of problems .

It is a procedure involving first hand experience:

A. With primary source materials or facts derives from investigation or experimentation in


the solution of the problem, the answering of some questions.
B. Through which the student can acquire psychomotor skills.

VALUES:

For the student:

To experience a learning situation at first hand.


To use the problem solving approach to the solution of real problems.
To translate theory into practice.
To develop, to test and to apply principles and to learn methods of procedure, with
greater reliance on her own power and with greater freedom from restrictions which
group work often imposes on the student.

For the teacher:

 To observe the student in action, to assess her worth, correct her mistakes and guide her
in promising direction through a penetrating question or two at the time, the teacher can
discover whether the student knows “the why” of what she is doing or is trying to follow
instructions without comphrehending them.
 A little encouragement or special help at the right moment may enkindle or intensity
interest and provide the basis for independent accomplishment in the future.

THE TECHNIQUE OE THE LABORATORY METHOD:-


STEPS:

A. The introductory phase


B. Work period
C. Culminating activities

The introductory phase; involves the establishment of objectives and a plan of work . the
planning for a laboratory period may be done in advance by the teacher or cooperatively by
the teacher and the students by means of class discussion

TEACHER PREPARATION:-

 To solve a problem
 To understand a process
 To develop a skill etc
 The selection of a general plan of work and to provide for correlation of the laboratory
aspect of the course with the class work
 Teacher advance preparation is necessary to ensure that the proper materials and
equipement will be available for the laboratory work.
 The teacher can give whatever instructions may be necessary for the students to proceed
without wasting time.
 Teacher preparation consists in thinking over what the students will be doing i.e the
verbal preliminary instructions that they will require the difficulties that they are likely to
encounter and some of the questionsnby which the quality of their work can be appraised
and their learning experience improved.

STUDENT PREPARATION:-

 Orientation and motivation achieved through proper instructions and guidance.


 When instructions are short , they may be given verbally , but when long procedures
ivolved or complex equipement must be handled , instructions should be in writing.
 The teacher who stands at the student’s elbow and prompts at every step, achieves the
same effect.
 Laboratory procedures should be prepared in a manual , state the problem to be solved
or the procedure to be followed ,fill in the necessary background and a general mode of
procedure and leaves it to the stuent to formulate a precise plan of investigation, setting
up the plan and reaching her own conclusions.

THE WORK PERIOD:-

Is the period during which the individual student or groups of students do their particular work
under the supervision of the teacher.

The laboratory procedure presumes skills on the part of the teacher , emphasis will be more on
the organization and the exposition of knowledge.the emphasis is on the ability to guide a student
creatively in the accomplishment of tasks, without depriving her of the chance to do her own
work and without allowing her to commit serious mistakes.

Teacher should have the right proportion of reserve and readiness in advancing suggestions when
necessary , she must be able to gauge the student’s abilities, to know at what point to offer help
and when to withhold it.

The length of the laboratory period determination by the nature of the problems and the
objectives.

The activities should be adapted to the type of work individually, or in small teams within a large
group. Ex: a clinical conference may be used to bring students to study the common problems
encountered by the individual students in their nursing care of patients. Adequate records should
be kept so that student progress can be checked and waste of time prevented. Provisions should
be made for individual differences. For the students who will complete their tasks more quickly
than others, they can be given additional assignments that will help them to deepen their
knowledge or they may be released to work on some related learning areas in which they are
especially interested.

CULMINATING ACTIVITIES:-

When the laboratory work has been completed the class should meet together for discussion of
common problems.
 For organization of findings
 For the presentation of the results of individuals or group problem- solving activities.

TYPES OF ACTIVITIES TO BE UTILIZED IN THE LABORATORY PROCEDURE:-

Review of the plan for solving the problem


Reports by students on data gathered or other findings
Presentation of illustration materials or special contribution by students working on
special problems
Organization of findings and summarization and conclusions by the group
Exhibits of various projects may be setup and explained by their student sponsors
Tests may be used to measure achievement of students.

THE LABORATORY METHOD IN NURSING EDUCATION:-

The laboratory method will be used:

A. In the classroom, in courses that employ problem- solving activities, in which students
gather first-hand
B. In a laboratory eg.: nutrition or nursing arts
C. In the clinical setting eg: hospital and community health agencies
Professional nursing practice requires relevant knowledge ,understanding, and the
ability to apply knowledge in nursing actions. Nursing skills can be learned only through
first hand experience in the clinical laboratory under careful supervision.

BIBLIOGRAPHY

1) K.P NEERAJA ; “Text book of nursing education”: Edition 1 st 2003; Japee Brothers:
New Delhi; pin number 408-410
2) B.T.BASAVANTHAPPA; “Nursing Education”; Edition 1 st 2003; Jaypee Brothers New
Delhi; pin number 174-17

3)LORETTA.E.HEIDERKEN; “Teaching & learning” in school of


Nursing”; Edition 10th; 2001; konark Publication pvt limited; New Delhi; 31-38.

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