Abstract
It is aforementioned that science may be a method of knowing “that our goal ought to be to impart scientific habits of mind” which learning should be learner targeted and adjusted towards method (Jane Maienschein, 2004). The phrase „science as the simplest way of knowing and science as a process‟ carry the conviction that science ought to be learned by doing. a considerable agreement had developed among investigators of „giftedness‟
that associate setting that encourages inquiry provides the simplest opportunities for all students to be told (Brand wein and Passow, 1989). The role of the laboratory is therefore, thought-about central for effective instruction. If opportunities area unit created available to any or all students with acceptable skills and interest they’ll determine themselves with scientific activities with associate acceptable degree of challenge (Brand wein and Passow, 1989). Inquiry is taken to be sensible as a result of it stimulates all students. on the other hand laboratories, appear vital so as to permit those “students with the appropriate skills and interests” to require up the knowledge domain. (Jane, Maienschein, 2004).
Unsatisfactory working condition of equipment in science laboratory
Science laboratories area unit the backbone of teaching sensible activities. it’s terribly troublesome to show still as learn science sensible activities within the absence of science laboratories. Learning science larger and therefore the understanding level is best once students area unit concerned within the laboratory for sensible experiments (Anderson, 2007; Hofstein & Lunetta, 2004).
Science laboratories are essential for providing hands-on learning experiences and fostering scientific inquiry among secondary school students. Unfortunately, in many secondary schools, the condition of apparatus in these laboratories is often far from ideal. These unsatisfactory working conditions hinder the effectiveness of practical science lessons and limit students’ opportunities to fully engage with the subject.
Firstly, the equipment in many science labs is either outdated or insufficient. Some apparatus may be damaged, missing crucial parts, or entirely non-functional, making it impossible for students to conduct experiments properly. In many cases, the available equipment is shared by multiple classes, further limiting access and contributing to wear and tear.
Secondly, the lack of regular maintenance and proper storage of apparatus leads to quicker deterioration. Chemicals and delicate instruments are often not stored in appropriate conditions, resulting in spoilage or damage over time. This makes it difficult to carry out experiments safely, and often, teachers are forced to demonstrate rather than allowing students to participate in hands-on activities.
Furthermore, budget constraints in many schools mean that there are inadequate funds to replace or update laboratory apparatus. Schools prioritize other expenses, leaving science labs under-resourced. This is especially prevalent in rural or underfunded schools, where the lack of proper science equipment limits students’ exposure to practical, investigative learning.
In addition, the poor working condition of apparatus can compromise safety in the laboratory. Faulty or damaged equipment poses risks to both students and teachers. For example, broken glassware, malfunctioning electrical equipment, or improperly stored chemicals can lead to accidents, making laboratory work more hazardous.
As a result, the overall learning experience in science subjects is negatively impacted. Students are unable to develop essential scientific skills like observation, experimentation, and critical thinking. This not only affects their performance in examinations but also diminishes their interest in pursuing science-related careers.
To address these issues, schools need to prioritize the proper maintenance and upgrading of laboratory equipment. Governments and educational authorities should allocate sufficient resources to ensure that all students, regardless of their location, have access to well-equipped science labs. Regular checks and updates of the apparatus, as well as proper training for laboratory technicians and teachers, can go a long way in improving the quality of science education.
In conclusion, the unsatisfactory condition of apparatus in secondary school science laboratories is a significant barrier to effective learning. Improving the working conditions of these labs is essential for fostering scientific curiosity, ensuring student safety, and providing a high-quality education in science.
once science laboratories area unit effectively used for teaching and learning method, it improves students ability and skills that include: ability to create scientifically homeward queries, ability to formulate hypothesis, ability to style experiments, ability to undertake scientific experiments, ability to formulate and editing scientific enlightenments, and skill to converse and defend scientific arguments (Hofstein, Navon, Kipnis, & Mamlok-Naaman, 2005)(Akçayir, Akçayir, Pektaş, & Ocak, 2016). Hence, laboratory could be a important resource input for teaching science and is a very important predictor of educational action besides alternative factors. However, the supply of resource inputs has no worth for the attainment of educational objectives as till they’re effectively utilised in teaching learning process(Glewwe, Hanushek, Humpage, & Ravina, 2013) (Dahar & Faize, 2011)
