Abstrakt
Před 35 lety se objevil první přehled výzkumů o efektivitě laboratorní výuky (Bates, 2008). Dospěl k závěru, že neexistují důkazy o tom, že by studenti se zkušeností s prací v laboratoři dosahovali lepších konceptuálních nebo procesních dovedností v porovnání se studenty bez těchto zkušeností. Následovala řada přehledů s podobnými výsledky (Hofstein, Lunetta, 1982, 2004; Lunetta et al, 2007; Hodson, 1993; Dillon, 2008), ty ale byly dosud většinou ignorovány. Výzkum ukázal, že laboratorní výuka – podobně jako je tomu u jiných výukových metod – často nedosahuje proklamovaných cílů a mnohá laboratorní cvičení a praktika nejsou efektivní, i když jsou náročná jak na čas učitelů a studentů, tak na potřebné vybavení. Článek analyzuje důvody neuspokojivých výsledků laboratorní výuky a podává náměty, jak ji zefektivnit. Mnohé návrhy jsou vlastně triviální, ale přesto nejsou většinou učitelů využívány. Již dlouho přitom někteří autoři referují i o úspěšných aktivitách v laboratorní výuce (např. Reif, St. John, 1979; Etkina et al, 2010), v praxi však zatím stále převažují tradiční a méně úspěšné přístupy.Reference
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