REDEFINING LABORATORY INSTRUCTION THROUGH

VIRTUAL LABORATORY
Learning Notes # 1
Topic: Laboratory Instruction and its Types
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Laboratory classes provide students with first-hand experience with course concepts and
with the opportunity to explore methods used by scientists in their discipline. One common
method for getting students actively involved in the learning process is through laboratory
classes. Leading a laboratory session has particular challenges and opportunities that differ
from those in a standard classroom environment. Though most often associated with the
sciences and engineering, laboratory classes can be used by any instructor who wishes to
create an environment where students are physically engaged with concepts in the field
through active experimentation or exploration. Many learning objectives can be taught
through laboratory classes. For example, through the laboratory experience students can do
the following:

• Develop deeper understanding of concepts.

• Experience phenomena directly.
• Connect book knowledge to real-world applications.
• Apply concepts to new situations and solve authentic problems.
• Develop thinking skills (critical, quantitative, qualitative).
• Develop data analysis skills.
• Develop experimental skills (e.g., design, observation, and use of equipment).
• Develop communication skills, including those involved in working in groups.
• Develop an appreciation for research in the field.

Laboratory classes are designed for many purposes, and details of what students do in the
lab will vary between disciplines. However, three general styles of laboratory instruction can
be described- Expository, Inquiry, and Discovery.

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EXPOSITORY INSTRUCTION

Also called traditional or verification instruction, the student follows directions from the
instructor or a manual to investigate a given topic or conduct an experiment. In these
experiments, students verify results, which are typically compared with an expected
outcome. The detailed instructions given to students have earned these experiments the
nickname “cookbook labs.” These labs are designed for large-scale implementation with little
variation across instructors or students. Expository labs engage students at the lower levels
of cognitive processes (remembering, understanding, and applying).

INQUIRY INSTRUCTION

Also called open-inquiry, this is the opposite of expository instruction. Students are given a
general topic, decide what problem to examine, and design the procedures to follow. While
this style has been shown to promote improved attitudes toward science instruction, it can
be overwhelming for students who have limited experience in the field. Students are
expected to think like an expert. It can also be difficult to implement in typical university
settings.

DISCOVERY INSTRUCTION

Also called guided-inquiry, this style combines the control of expository with the inductive
search in inquiry instruction. Following instructions, the students generate results from
which they can inductively develop the general principle. While easier for novices to
perform, these labs still take longer than expository labs and allow for the possibility that
students will not be able to discover the general principle.

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