A Phenomenological Study on the Lived Experiences of Physics Students in Laboratory Classes

Universal Journal of Educational Research 1 (2):10-18 (2022)
  Copy   BIBTEX

Abstract

Classes in higher education often consist of both lecture and laboratory time for the subject of physics. An example of experience-based learning would be doing experiments in the classroom. Kolb's theory of experiential learning posits that learning is a process that involves the generation of knowledge via the accumulation of experience. However, due to the fact that doing experiments in a laboratory takes much more time and money than other methods of instruction, the usage of labs in the classroom has become a contentious topic. The primary objective of this research was to report on the activities that students of physics participated in during their physics laboratory lessons. Interviews with four different individuals were conducted utilizing a semi-structured format. Giorgi's descriptive phenomenological method was used, and the findings revealed the following constituents: (1) the clarification, visualization, and retention of concepts; (2) the application of learnings acquired from the laboratory; (3) involvement, cooperation, and interaction; (4) laboratory manuals and equipment; and (5) challenges. Recommendations were formulated to improve the Physics laboratory.

Links

PhilArchive

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

J. J. Thomson and the emergence of the Cavendish School, 1885–1990.Dong-Won Kim - 1995 - British Journal for the History of Science 28 (2):191-226.

Analytics

Added to PP
2022-11-22

Downloads
693 (#24,788)

6 months
407 (#4,309)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

No citations found.

Add more citations

References found in this work

Add more references