3. INTRODUCTION
The study of biological science is not possible without a laboratory.
Science teacher provides then an opportunity to observe facts and
carry out experiments, dissection, So that his students may obtain
proper and complete knowledge of the subject. The students work in
the laboratory by themselves, observes and on the bais of them they
try to deduce conclusions “Laboratory word is used for large groom
where practical classes are conducted and a group of students carry
out practicals” ‘Science laboratory’ is needed to keep instruments,
apparatus, chemicals, specimens and other materials safe and secure
and ready for use. The environment and the setting of the laboratory
should be congenial to encourage.
4. SCIENCE LABORATORY
The laboratory is central to science instruction. It is in the laboratory
that the students learn to handle apparatus, think independently and
to draw conclusions on the basis of experiments and observation.
LABORATORY WORK
Laboratory work is an essential component of Science education.
Scientific theories and practical work in science are two sides of coin.
These two aspects of science education should supplement and
complement each other without experiments, the students cannot
experience the reality of science practical work provides an activity
which can be profitable and emotionally satisfying. The development
of powers of observation, measurement, drawing inferences are all
dependent on laboratory work. Laboratory work helps to realize the
process oriented objectives of science teaching.
The following are the educationally significant objectives of
laboratory work.
Making abstract scientific understanding concrete.
Development of scientific concepts and principle
5. Development of scientific skills, attitudes, interests and
appreciation
Training in scientific method
Awakening the maintenance of curiosity in the environment
The help students in developing the feeling of corporation,
resource fullness initiative, self dependence, self confidence
sociability, self reliance and self discipline.
To provide real and stable knowledge of science.
To provide opportunities to think, observe, apply reason, and to
arrive at a decision conclusion independently.
To arrange an atmosphere which is very conducive for learning
science.
To enable them to interpret and verify the various science
principle and substances.
6. PLANNING A SCIENCE LABORATORY
The Govt. of India, Committee on plan projects in its reports on
science education in secondary schools, emphasizes that the
following factors be taken into consideration at the planning
stage for the laboratory.
The number of students working at a time in the laboratory
The minimum space necessary for every students for
comfortable working
Limitation of number of science teacher in secondary
schools
Need for axillary accommodation for storage
Designing the science- classroom and laboratory, in such
a way what it could be used for science teaching
Imperative need for economy.
7. ORGANISATIONOF
BIOLOGICAL LABORATORY
For organized teaching of biological sciences, the laboratory should
have a preparation room, store room, science room dark room. In the
preparation room of laboratory such apparatus are collected which
are to be used in the laboratory or science room in this room
apparatus for daily experiments are kept. The laboratory assistant or
the teacher can prepare the experiment in the ‘preparation room’. In
this various tools or apparatus like glass tubes, jars, test tubes are
kept. In the store room biological science related to apparatus and
articles are stored. This room should be kept locked, there should be
one door opening in the science room. The articles should be labeled
and properly arranged in glass almirahs. There should be proper light
and ventilation. In the science room the teacher demonstrates the
practical or experiment. The seating arrangement in this room should
be such, so that all the students can watch the experiment or practical
clearly. The seats should be as in theatre in ascending order lower in
front to higher at the back. The teacher’s table should be big enough
place all the apparatus in front of the students. There should be a
black board at the back or towards the left, which the teacher can use
whenever required.
8. FEATURES OF A GOOD
SCIENCE LABORATORY
A good science laboratory should satisfy most of the following
characteristics.
It must be spacious- Linear bench space, circulation space,
storage space, wall space, demonstration space etc.
It must be quite conducive for hard work.
Its plan must provide elements of flexibility for effective teacher
demonstration are well or for individual and small group work.
It must provide certain facilities for objectification
It must permit enough teacher supervision of pupil’s work.
It must have water, gas and electric paints wherever they are
needed.
It must have ample storage facilities for equipments
It must have an emergency exit it is not situated on the ground
floor
9. SCIENCE LABORATORY
RULES AND DISCIPLINE
Laboratory safety is a positive undertaking which the science
teacher is expected to take up at the time of engaging in any
activity in the laboratory in the presence of his students. This
would ensure acquisition of safety conscious attitudes among
pupils, creation of which is very important duty of the science
teacher. The sign of good discipline is creating an atmosphere of
healthy work. The following are some suggestion or rules for the
maintenance of discipline in the laboratory.
No pupil should be allowed to enter the laboratory in the
absence of the teacher.
Every student should have a place assigned to him for his
experiment.
Pupils should perform only those experiments assigned by
the teacher.
No equipment/ chemical should be used until proper
instructions are received from the teacher.
Specimens, solid waste, broken glass, burnt up, match,
sticks and other laboratory wastes should be deposited in
waste boxes.
10. Reagent bottle should be returned to the shelf immediately
after use and these should not be misplaced.
Any breakage of apparatus or accident or injury must be
reported to the teacher.
All unnecessary talks should be avoid and playing with the
apparatus should be prohibited
The apparatus should be disconnected, washed if
necessary and replaced in their proper places.
Consider the safety of fellow students. A scientific
atmosphere should be kept up in the laboratory.
ADMINISTRATION OF
LABORATORY WORK
In order to make the practical work most effective, the science teacher
should always keep in mind the different aspects of laboratory work.
Organizing and conducting practical work.
Students should be made to form appropriate group.
Preparation is required for individual and group working.
11. Laboratory rules and discipline should be laid down
Instruction to pupils are to be specific and clear.
In order to give proper guidance to pupils for doing practicals the
following should be made use of
(a) laboratory manuals
(b) Instruction cards
(c) laboratory directions
Pupils records and observation book are to be properly maintained.
The science teachers have a legal and moral responsibility to
see that the pupils are safe from the dangers of the laboratory. pupils
must be made to understand the laboratory rules and follow them.
The experiments should not be started without the permission of the
teacher, science accidents may very often occur while setting up of
the apparatus.
12. DESIGN HIGH SCHOOL
BIOLOGICAL LABORATORY
The biology laboratory should be equipped with
(1) Tables along the walls having glass paned windows
and drawers and water fittings
(2) A demonstration tables
(3) Sinks
(4) Wall blackboard
(5) Almirahs
(6) Space for aquarium- vivarium
(7) Shelves for keeping chemicals
(8) Stools
(9) Ventilation
(10) Adequate natural light
(11) Display board
(12) Preparation and store room
13. CONCLUSION
The Laboratory is central to Science instruction. It is in the laboratory
that the students learn to handle apparatus, think independently and
to draw conclusions on the basis of experiments and observations
laboratory work is an essential component of Science education. The
main objective are the making abstract Scientific understanding
concrete, Development of Scientific concepts and principles. Training
in Scientific method. Development of scientific skills, attitudes,
interests and appreciation.
14. REFERENCES
Science education : Dr. K. Sivarajan
Prof: A. Faziluddin
Teaching of Science : S. P. Kulshreshtha
www .Teaching Science. wikipedia.com
www.Science laboratory.com
www. biological laboratory.com
Teaching Science - Anju Soni
Teaching of Science - M. S. Yadav
