Chapter 1: The Importance of Laboratory Work and Technology in Science Teaching

The use of the science laboratory and technology has been a part of science teaching in the United States since at least the middle of the 1800s. It is difficult to separate the coevolution of laboratory work and technology experiences in American science classrooms. Asking students to investigate phenomena associated with water as it is being heated to boiling by measuring and graphing the temperature with a thermometer, or with a sensor temperature probe, is an example of both the use of laboratory work and technology in teaching.

Teachers give numerous reasons for using laboratories and technology in teaching science. Some reasons include interest, curiosity, higher order thinking, and learning science concepts. An example of one teacher's understanding related to learning lesson concepts is, “I am using rotational stations for science laboratory experiences, because last year I did experiments as demonstrations and everyone could not see and some students did not get concept” (fifth grade teacher, Shelby County, Alabama). Another teacher was concerned about unique learning outcomes that result from laboratory work.