This document discusses the role of laboratory activities in science education. It notes that while labs have long been seen as important for engaging students and helping them learn science concepts, research has failed to show a direct relationship between lab experience and student learning. The document examines different types of lab activities and variables that impact their effectiveness. It emphasizes the need for more detailed descriptions of lab contexts in research to better understand how to design labs that promote learning goals.

1. Introduction
Laboratory activities had a distinctive and important role in the science curriculum and science
educators have suggested that considerable benefits of engaging students in science lab activities
(Hofstein and Lunetta, 1982; 2004; Tobin 1990; Hodson, 1993; Lazarowitz and Tamir, 1994 .
Garnett et al, 1995; Lunetta 1998; Hofstein, 2004; Lunetta et al, 2007) .. in the early twenty-first
century we are entering a new era of reform in science education. Both the content and
pedagogy of learning and teaching science that is being researched, and aims to establish new
standards and give new impetus to the emerging science education (National Research Council,
1996; 2000). National Science Education Standards (NRC 1996) and also in 2061 the project
(AAAS, 1990) reaffirmed the belief that the investigation in general and research in the context
of practical work in science education is important in achieving scientific literacy. Laboratory
research has the potential to develop the kind of student abilities and skills such as: (.. Krajcik et
al, 2001; Hofstein et al, 2005) proposed a scientific-oriented questions, forming hypotheses,
designing and conducting scientific research, draft and revise scientific explanations, and
communicating and defend scientific arguments.
Learning of science laboratory
Over the years, many argue that science cannot be more meaningful to students without
valuable practical experience in the school laboratory. Unfortunately, the terms of laboratory
and practical laboratory school or have been used, often without a precise definition, to
embrace a variety of activities. Usually, the term means experience in the school environment
where students interact with the materials to observe and understand nature. Several activities
have been planned and conducted laboratory to engage students individually, while others
have been trying to engage students in a small group and large-group demonstrations
atmosphere. Teacher guidance and direction has ranged from highly structured and teacher-
centered to open an investigation. Terms sometimes used to cover research or projects that are
required for several weeks, sometimes outside the school, while at other times they were
referring to experience lasting 20 minutes or less. Sometimes laboratory activities have
included high instrumentation, and at other times the use of any equipment has been carefully
avoided.
Many research studies have been conducted to investigate the effectiveness of educational
laboratory work in science education in facilitating the achievement of cognitive, affective,
and practical purposes. These studies have been critically and extensively studied in the
literature (Hofstein and Lunetta 1982; 2004; Blosser, 1983; Bryce and Robertson 1985;
Hodson, 1993; Lazarowitz and Tamir 1994). From this review it is clear that in general,
although the science laboratory that has been given a distinctive role in science education,
research has failed to show a simple relationship between experience in the laboratory and

2. student learning. Hodson (1990) has criticized the laboratory work and claims that it is not
productive, and misleading, because it is often used without clearly thought-out goals, and he
called for more attention to what students actually do in laboratory. Tobin (1990) wrote that:
"Laboratory activities appealing as a way to learn with understanding and, at the same time, be
involved in the process of building knowledge by doing science". He also suggests that
meaningful learning is possible in a laboratory where students are given the opportunity to
manipulate tools and materials in order to be able to build on their knowledge of phenomena
and concepts related sciences.
Laboratory in science education
For more than a century, has been recognized laboratory experience to promote the science
education goals include increasing students' understanding of science concepts and their
application; scientific practical skills and problem solving abilities; 'habits of mind' scientific;
understanding of how science and scientists work; interest and motivation. Now in the early
21st century it seems as if the problem of learning in and out of the laboratory and laboratory
science in the context of teaching and learning chemistry is still relevant research on these
issues as well as issues of development and implementation. CERP special issue is an attempt
to provide up-to-date reports from several countries around the world
Researchand learning in from of science laboratory
Laboratory activities have been used in various fields of natural science to teach students from
many age ranges in very different cultural contexts and class. In many studies and research
settings of various important issues and variables intersect. However, there are many significant
differences in the performance of laboratory settings and in other variables reported. To develop
research in the field, the science education community and especially the research community
should be careful to give a detailed description of the participating students, teachers,
classrooms, and curriculum in the context of a research report. Among the many variables to be
reported caution is (by: Lunetta et al., 2007): learning objectives; the nature of the instructions
given by the teacher and guide laboratory (print and / or electronic and / or oral); materials and
equipment available for use in research laboratories; the nature of the activity and the students
and teacher-student interaction during the laboratory work; student and teacher perceptions of
how their performance will be evaluated; student lab reports; preparation, attitude, knowledge,
and teacher behavior. What do students feel they should have achieved in laboratory activities?
How do they see their laboratory performance be assessed? The importance of students and
teachers understand laboratory activities so? The survey must report the amount of time students
spend in laboratory activities, and how they are integrated or separate from other work in the
course of science.

3. They should clearly differentiate between long-term and short-term research students, and
clearly state the number and role of students in each laboratory team. Due to the large
differences often present in different laboratory environments, detailed description of the
subjects and contextual information is very important. To support the development of
knowledge that can promote science education by informing the development of curriculum,
instruction and assessment practices, and basic education, it is important to determine the exact
technical terms to describe knowledge in the field; it is also important to use these terms
consistently in research reports and scientific writing.
Special issue is completely devoted to theoretical issues, practical, and research on these issues
in the context of laboratory secondary education and higher education in the field of chemical
science. Special issue consists of twelve contributions from seven countries, which represent
education settings and different backgrounds of students. The journal's editor and guest editor of
this special issue sincerely hope this contribution will provide a deeper understanding to our
knowledge of the laboratory as a unique learning environment.
Designing of School Science Laboratory
Design science labs these questions demonstrate an awareness of safety science teachers today.
Here are some guidelines on how to help solve the problem of congestion in the science lab. We
hope you and your administration will review and approve these guidelines in order to provide a
safer work environment and better learning for teachers and students.
Many schools are experiencing budget problems. Any and all solutions to reduce school
expenditures are being considered. One of the many school administrators are considering
solutions to help "ease" the budget problems is to increase the number of students in each class.
Increase class size is not only slow down the need to hire additional trainers, but also postpone
the need to provide additional classroom space. For science labs, this solution poses a big
problem.
Science teachers felt that the crowded conditions in their science lab contribute to a laboratory
accident. Sense of security they did not fail them! Congestion in the science lab is a major factor
contributing to the school science department security issues facing today.
While we are concerned about the safety of the students, let's not forget that the overcrowded
conditions in the science lab also serves unsafe work environment for science teachers as school
employees. Most of the science labs are designed to accommodate 24 students, one accepted
professional standards. When the size of the larger class of 24 students, it becomes very difficult

4. for teachers to safely handle, transport and use of chemicals and laboratory equipment.
Increasing class size to put "at risk" health and safety of science teachers.
Although the safety of the students in the science lab is one of the main reasons for limiting the
size of the class, another consideration is the ability to provide quality laboratory instruction.
Many laboratory experience requires a high degree of teacher-student interaction. There are
fewer students in the laboratory, the greater the opportunity for students to ask questions and for
teachers to explain the procedure and encourage the development of reasoning skills.
Grade science teachers reported that they were held in rooms that were never designed for the
teaching of science. Other teachers had to stop the number of hands-on labs that they do every
year because they now have the preparation and setup time.
Classroom Layout
Type of layout you ultimately choose depends on many factors. No single design works well for
all sciences. Here are some thoughts about the layout of the laboratory.
Laboratory layout you choose will be used for 25 to 30 years. Think about how much science
has changed from the 1960s to the present day. You need to think about what science will look
like in 2020. What is the impact of technology and computers that will occur in the way we
teach science? How integrated science laboratory space affects you were planning? Will work
teaching became one of the common methods of teaching? Claims to have more hands-on
knowledge will continue to grow. How this growth will affect the laboratory you're planning?
The questions can go on and on. All we ask is that you think about what science will look like in
20 to 25 years. Now we have started you think about the future, here are some suggestions.
* Design of laboratory space that can be used for all sciences. Flexibility in design is very
important.
* Computer and technology will continue to evolve. Make sure you have the space and
easy access to run additional wires in the years to come.
* Design a laboratory where teachers can see all the students in the workplace just by
standing in one place and turned around. Easy access to all students is important.
* Try to keep laboratories and classrooms are separated. Do not plan a laboratory using a
laboratory station perimeter with a table stuck in the middle. Although this design is the
most common laboratory, it also is the most creative and cause various problems for both
teachers and students.

5. * Be creative in your design. Visit many schools and see what their unique designs have
been developed. Take your camera to remember the idea. Remember creative does not
necessarily mean expensive.
* Choose an architect who has designed and helped to build a school science lab.
Experience in developing and designing science labs will save you time and money.
* Always active in the design process. Know your priorities and communicate them to all
involved.
* Ready. If you plan to design a science lab two years from now, you should start your
planning now. Have time to plan and think about the many decisions you will make is the
most important ingredient for success designing science labs.

6. Reference
American Association for the Advancement of Science, (1989), Project 2061, Science for all
Americans,Washington, D.C.
Blosser P., (1980), A critical review of the role of the laboratory in science teaching, Columbus OH:
Center for Science and Mathematics Education.
Bryce T.G.K. and Robertson I.J., (1985), What can they do? A review of practical assessment in
science. Studies in Science Education,12,1-24.
Hodson D., (1993), Re-thinking old ways: towards a more critical approach to practical work in school
science. Studies in Science Education,22,85-142.
Hofstein A. and LunettaV.N., (1982), The role of the laboratory in science teaching: neglected aspects
of research,Review of EducationalResearch,52, 201-217.
Hofstein A., (2004), The laboratory in chemistry education: thirty years of experience with
developments, implementation and evaluation, Chemistry Education Research and Practice,
5,247-264.
Hofstein A. and Lunetta V.N., (2004), The laboratory in science education: foundation for the 21st
century, Science Education,88,28-54.
Hofstein A., Navon O., Kipnis M. and Mamlok-Naaman R., (2005), Developing students’ ability to
ask more and better questions resulting from inquiry-type chemistry laboratories, Journal of
Research in Science Teaching,42,791-806.
Krajcik J., Mamlok R. and Hug B., (2001), Modern content and the enterprise of science: science
education in the 20th
century. In: L. Corno (Ed.). Education across a century: the centennial
volume, pp. 205-238. Chicago, Illinois: National Society for the Study of Education (NSSE).
Lazarowitz R. and Tamir P., (1994), Research on using laboratory instruction in science, in D. L.
Gabel. (Ed.) Handbook of research on science teaching and learning (pp. 94-130), New- York:
Macmillan.
Lunetta V.N., (1998), The school science laboratory: historical perspectives and centers for
contemporary teaching, . In P. Fensham (Ed.). Developments and dilemmas in science education
(pp 169-188), London, Falmer Press.