Science Laboratory Education and Students' Perceived Behavior Towards Science Education: A Review

Abstract

Science, as defined by The Oxford Advanced Learner Dictionary (2006), is knowledge about the structure and behavior of the natural  world based on facts that can be proven through experimentation. Science laboratory teaching heavily influences the effective teaching  and learning of science as it is a place for conducting experiments and the birthplace of a comprehensive and practical understanding of  science. With its emphasis on hands-on experiences, laboratory learning is crucial in preparing students for future scientific endeavors.  Consistent practice leads to proficiency in what the learner has been taught during classroom instruction. The saying 'practice makes  perfect' (Hager, 1974, as cited in Pareek, 2019) also holds true in science education. This review paper aimed to illuminate the  transformative role of science laboratory education in shaping students' attitudes toward science subjects and motivation to make a  career in science and technology. A Constructivist approach to learning guided this review. Science education significantly benefits from  the use of science laboratories, as supported by Dewey’s learning by doing, Kolb’s experiential learning theory, and Kuhn’s paradigm  shift theory. According to the instructional theory of learning interaction, the science laboratory directly impacts students' attitudes and  motivation, leading to better academic performance. The literature was thoroughly researched and critically analyzed in the area of  interest in the review. The literature sources mainly focus on the last ten years (2013-2023), with some current additions to the present  knowledge economy. As recommendations after the literature search, on one side where teacher competency is essential, there is an  urgent need to address resource mobilization issues at schools, targeting the problems of budget, space, etc., to make space for  innovation.