Laboratory Method: A Key to Effective Science Teaching in Emerging Technologies for Achieving Sustainable Goals

Abstract

The laboratory method is essentially thought of as a hands-on and minds-on approach in science instruction in which students have the opportunity to gain some experience with phenomena associated with their course of study. Laboratory method is a unique source of quality teaching and learning in science because science students are able to observe and manipulate materials to demonstrate certain aspects of the subject matter which has been learnt in class through lectures, discussions and textbooks. Hence, it provides students with opportunities to engage in processes of investigation and inquiry which is believed to enhance quality education. Here, the students learn by actual doing rather than by observing the practical work. As they do it by themselves, the experience is impressed more firmly in their minds. Thus, this method is psychologically sound as it satisfies the natural urge for activity and broadens interest and curiosity of the students. For learning of science through laboratory method to be meaningful to science students, they should be encouraged to use the emerging methods that scientists use to arrive at knowledge i.e. the basic and integrated science skills. Scientific process skills are not necessarily a set of rules for discovering new scientific knowledge, rather they are general procedure that scientists usually follow in finding solutions to problems. Therefore, the inculcation of these ideals in science students by the science teachers becomes necessary to enable them excel in laboratory teaching and learning techniques. This paper essentially x-rays the principles of adoption of laboratory method vis-à-vis the utilization of emerging technologies such as virtual technologies (computer application) in science instruction to achieve sustainable development goals in quality science education. The problems associated with laboratory method in science instruction as well as possible solutions for its effective utilization for quality science education are also highlighted.