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(PDF) A STUDY ON THE EFFECTIVENESS OF HANDS-ON EXPERIMENTS IN LEARNING SCIENCE AMONG YEAR 4 STUDENTS
Source: researchgate.net
Article summary:
1. This study examined the effectiveness of hands-on experiments in learning Science among Year 4 students in an international school.
2. The findings indicated that a number of students obtained better results as they learnt and remembered better through hands-on experiments, with higher levels of participation and intrinsic motivation shown.
3. Kolb's experiential theory is suggested to be effective when doing the hands-on experiments, and further studies on Bruner's theory of instruction should be carried out to enhance the effectiveness of learning Science.
Article analysis:
This article provides a mixed method approach to examining the effectiveness of hands-on experiments in learning Science among Year 4 students in an international school. The article is based on qualitative and quantitative research methods, which are both valid approaches for this type of research. However, it is important to note that the sample size used for this study was relatively small (22 students), which may limit its generalizability to other contexts or populations. Additionally, there is no discussion about potential sources of bias or errors that could have impacted the results, such as researcher bias or sampling bias. Furthermore, while the article does mention Kolb's experiential theory and Bruner's theory of instruction as potential ways to enhance learning Science through hands-on experiments, there is no discussion about other theories or approaches that could also be useful in this context. Finally, while the article does provide some evidence for its claims about the effectiveness of hands-on experiments in learning Science, it does not provide any evidence for its claims about increased intrinsic motivation or participation levels among students who learn through these methods. In conclusion, while this article provides some useful insights into the potential benefits of using hands-on experiments in teaching Science, it would benefit from further exploration into potential sources of bias and errors as well as additional evidence for its claims about increased student engagement and motivation when using these methods.