Teaching Innovation Projects


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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This work is licensed under a Creative Commons Attribution 3.0 License.