Laboratory work or performing experiments is an inevitable component of Science education. Despondently, some Science teachers are often reluctant of employing and exploring other methods and approaches in their teaching. Some others face even more challenging situations of having ill-equipped laboratories or having no laboratories at all.

            On the other hand, there are teachers with schools and stations endowed with more sophisticated laboratories, but they themselves lack trainings and seminars to utilize the equipment. As a result, teachers may not be able to plan and manage practical classes in Science.

            Maybe we aren’t where we want to be with the equipment we have for our laboratories, but that doesn’t mean the students are falling behind because there aren’t enough apparatuses in our laboratory rooms or we don’t have the latest tools. We should find ways of challenging our students with what is available to us, but we should also keep our eye on new ideas and products that will benefit our students. When the time comes for budget requests, we should put in our requests immediately and lobby for what we need. Maybe we don’t always get it, but if we know what we want and how we will use it we are more likely to have our wishes granted.

            Doing practical work does not necessarily mean that students should always have activities involving the use of laboratory room and equipment. Some students’ activities in Science may also involve interviewing, debating, role playing, doing case study, output writing, poster making, taking photographs or have access in ICT. These activities will enhance students’ motivation to learn and may, therefore, become a factor to increase achievement level in Science.

 

By: Evelyn L. Perez | Teacher I | Morong National High School | Morong, Bataan