The typical undergraduate science laboratory session requires students to arrive prepared with an understanding of the methods and underlying theory of the experiment. In order to maximize the time-constrained nature of laboratories, Teaching Assistants (TAs) may expect students to have reviewed important key concepts, study questions, or lab methods prior to the session. A growing body of literature suggests students at all levels benefit from a curriculum that fosters ‘deep understanding’ and ‘deep learning’ in which students acquire the ability to make cognitive connections between concepts and to integrate new knowledge accurately (e.g., Leithwood, McAdie, Bascia, & Rodrigue, 2006; Hermida, 2014). The following workshop offers some tools to enhance student understanding and comprehension toward deep understanding in science laboratory sessions using lesson-planning strategies, including activating prior learning, incorporating applied examples and conceptual linkages, and checking for understanding.
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De Souza, Leanne R.
"A Mile Wide But Not An Inch Deep: Striving to Promote Deep Understanding and Learning in University Science Laboratories,"
Teaching Innovation Projects: Vol. 4
, Article 8.
Available at: http://ir.lib.uwo.ca/tips/vol4/iss2/8