Role of the instructor in securing adequate laboratory facilities
Abstract
Scope of Study: Science education in our secondary schools has mushroomed into the spotlight during recent months and has been the object of much study and criticism. Evidence supports the fact that the majority of our schools do offer science courses in adequate number, but the quality of such courses is being questioned. One fact stands out clearly in the matter of quality in science laboratory courses - many of our smaller secondary schools do not have adequate laboratory facilities. Since this problem is so broad and complex, no clear-cut and concise answer can be found in any text or reference book. Many good ideas which may be used to supplement each other have been discussed in this report. Findings and Conclusions: Although the ideal laboratory will not make a good teacher out of a poor one, it certainly will permit the adequate teacher to accomplish more. The real challenge of providing adequate laboratory facilities lies with the instructor of science. He can lead the way to greater interest among his students, the administration of the school, boards of education, and the public. The science instructor must learn to recognize his own limitations and make every effort to lift himself above the frustrations of his profession and avoid the inertia which sometimes causes a science program to bog down. It is the duty of the instructor to utilize all means of inexpensive and improvised equipment in the laboratory. The greater interest which has been shown in science in our secondary schools recently may well be the greatest boon to the science program, if it is directed in constructive channels.
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- OSU Master's Report [734]