Developing an observation model in the conventional and simulation lab lessons: observations on learning and instruction processes

The purpose of this study was to develop an observation model for the lab lesson in electricity and electronics laboratories. Unstructured observations were carried out in laboratory classes (in six lessons in various high schools) on learning and instruction processes, both in the conventional method and in the simulation method (three lessons for each method). An observation model was then developed. Unstructured observations findings indicate the main division of the observation model categories which is based on the four stages inherent in the structure of the lab lesson; organization, preliminary theoretical background discussion, carrying out the experiment, and summary of the lab lesson. The first experimental observation model for use in a small group was piloted. An innovative observation model that has been developed was used to conduct observations in six different 12th grade lab classes in the electric and electronics stream in Israeli high schools. On the basis of these observations, the model was revised and improved. Observations findings indicated the advantages of learning and instruction processes in the computerized simulation method over the conventional method. The observation model which was developed in this study may serve as an observation tool to monitor skills development and cognitive processes in students during conventional or simulated laboratory lessons and as a further way of improving learning and instruction processes