Avi Hofstein

TL;DR: Hofstein and Lunetta as mentioned in this paper conducted a review of the research on the school science laboratory and found that the laboratory has a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities.

TL;DR: A review of the history, goals, and research findings regarding the laboratory as a medium of instruction in introductory science teaching is provided in this article, with suggestions for researchers who are working to clarify the role of the laboratory in science education.

TL;DR: In this paper, a set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an in-constructional approach) and as ends, i.e. inquiry as a learning outcome, in precollege science classrooms.

TL;DR: In this article, the educational effectiveness of field trips is controlled by two major factors: the field trip quality and the novelty space (or Familiarity Index), which is determined by its structure, learning materials and teaching method, and the ability to direct learning to a concrete interaction with the environment.

TL;DR: For more than a century, laboratory experiences have been purported to promote central science education goals including the enhancement of students' understanding of concepts in science and its applications; scientific practical skills and problem solving abilities; scientific "habits of mind"; understanding of how science and scientists work; interest and motivation as mentioned in this paper.