Professional Documents
Culture Documents
I. INTRODUCTION
For a country to develop, it must have adequate human capital .The human capital is
obviously obtained through sound education. It is believed that education is a pivotal
part of human development, and can positively influence standards of living, health
and governance. Schools handle the important responsibility of imparting education to
students and developing them in to responsible and enterprising citizen. Laboratory
has been described as a room or a building especially built for teaching by
demonstration of theoretical phenomenon in to practical terms. The Dewey philosophy
learning by doing led to the gradual application of the term laboratory method in other
fields, particularly the social science.
Word laboratory was applied originally to the workroom of the chemist, a place
devoted to the experimental study of natural science, to testing,and preparing various
chemical materials.
Webster
The Dewey philosophy,“Learn by doing,”led to the gradual application of the term
“laboratory method” in other fields particularly the social sciences.
BT Basavanthappa
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III. PURPOSES OF LABORATORY METHOD
1. Specify objectives for laboratory experience and make them known to student.
Explicitly the laboratory method of teaching utilizes a problem solving approach
to learning that offers student opportunities for supervise, individualizes, direct
experiences in the testing and application of previously learned theory and principles
and the refinement of specific skills or complex abilities, through which the student
can acquire psychomotor as well as mental skills.
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5. To teach psychomotor skill
Students are provided opportunities to practice psychomotor skills. The acquisition of
these skills is required to conduct experimental work. This method stresses to acquire
various kinds of manipulative skills which involve the development of hand-eye
coordination.
6. To educate the student or learner
Laboratory procedure is considered as planned learning activities dealing with
original or raw data in the solution of problems. It is a procedure involving firsthand
experience. With primary source material or fact that derived from investigation or
experimentation in the solution of a problem, the answering of some question , rather
than hunting for a readymade answer from book
7. To prove and discover new facts.
The laboratory method helpful in getting new knowledge and skill. Labs are often the
best or only source o interaction for the students. Laboratory helps to acquire new and
broad knowledge by improving the self activity to learn from practical experience.
8. To supplement the classroom work
Lab classroom give teachers opportunities to share effective teaching practices. It is
the theory which studied in the class. The learning experiences are planned so the
theory and laboratory experiences complement each other.
Verification activities:
Students are asked to verify major concepts. Students are provided
opportunities to witness events that have previously been discussed on
describing in reading assignments.
Explorative activities:
Students are encouraged to probe and investigate new information through
open-ended problems. Explanatory activities help students to develop interest in
science. They are motivated to study the subject in depth. The new information
gathered through explanatory activities is utilized to process new information
and to find scientific relationships.
Inductive activities:
Questions are posed to students and they are guided to discover a
relationship or a concept on their own. Students are required to recognize facts
through inductive activities and derive meaningful generalizations and
principles.
Deductive activities:
These activities are based on the maxim from the general to specific. Students
are encouraged to apply the previously learned principles in explaining,
predicting or describing an event. These activities contribute to reinforce major
concepts.
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Psychomotor skill development activities:
Students are provided opportunities to practice psychomotor skills. The
acquisition of these skills is required to conduct experimental work.
Problem-solving activities:
Students are required to solve scientific problems and formulate answers.
Assistance must be provided to the designed problematic students with the aim
to impart training in scientific process or problem-solving skills.
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Explaining observation
One the experiment is over teacher suppose to explain the students the reasons
behind the observations. Explain them the conclusion in details, so that no doubt
remain in their mind. Relate the observation with the text they have learned in
their theory classes. Getting the correct results is essential for the success of an
experiment.
Principle of safety
Everyone should be alert in the lab, never work in the lab alone. Do not taste,
touch, or smell any reagents. Carefully follow directions, both written and oral. Wear
safety equipments glasses / goggles, aprons. Handle toxic or combustible gases or
chemicals only under the direction of the teacher. Do not eat or drink in the lab, keep
flammable and combustible materials away from open flames. Some examples of
flammable materials include alcohol, carbon disulfide, and acetone. If a substance is
splashed in the eyes, immediately use the water faucet to rinse eyes. Water
appropriate clothing. Handle chemicals carefully. Wash the hands thoroughly with
soap and water before leaving the lab.
PREPARATION OF STUDENT
All equipment such as microscope, physical balance, measuring items and glassware
must be must be handled with care and after understanding their functions.
Advice students that the mouth should not be pointed towards while heating or
adding a reagent and for smelling the vapors, fan the vapors gently with hands
towards the nose. Avoid direct smelling of chemicals or vapors
Do not handle chemicals with hands. Do not taste any chemicals. Safety precautions
should keep in mind.
Keep working table and surroundings clean. Replace all laboratory equipment to its
assigned place in the laboratory once the practical work is over.
Always wash hands after the laboratory class.
After the lab in case of any accident or injury or breakage of apparatus , report to the
teacher immediately.
Recording of experiment.
Preparing a report on each practical performed in the laboratory and maintaining a
record of the work done is an essential requirement. The report on each experiment
should be such that it informs all steps involve in performing the experiment and the
result obtained.
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VII. VALUES OF LABORATORY METHOD
Laboratory procedure has many particular values for both the teacher and the
student. Its values for the student lie in the opportunity to experience a learning
situation at first hand, to use the problem-solving approach, to the solutions of real
problems, to translate theory into practice, to develop, to test and apply principles and
to learn methods of procedure, with greater which group work often imposes on the
student.
Specify objectives for laboratory experience and make them known to students.
Explain the students about what the goal is to achieve through this method and
clear the doubts. Laboratory allows the participants to participate and select the
objectives to be achieved. Make them to know that this method helps to solve the
problems, to develop scientific attitudes and scientific approach in problem solving.
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assignments which will help them to deepen their knowledge or they may be released
to work on some related learning area in which they are especially interested
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VIII. PHASES OR STEPS OF LABORATORY METHOD
WORKING PHASE
INTRODUCTORY
PHASE EVALUATION
PHASE
a) Introductory phase:
The teacher preparations calls for the selection of the purpose and the objectives for
the laboratory period- to solve a problem, to understand a process to develop a skill
etc, the selection of a general plan to work and provide for correlation of the
laboratory aspect of the course with the class work. Even though cooperative
planning with students may be used, teacher advanced preparation is necessary to
ensure that the proper material and equipment will be available for the laboratory
work. It is necessary so that the teacher can give whatever instructions my be
necessary for the students to proceed without wasting time.
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Teachers preparation essentially consist in thinking over what the student will be
doing , that is the verbal preliminary instruction that they will require, the difficulties
that they are likely to encounter and some of the questions which the quality of their
work can be appraised and their learning experience improved.
The teacher who stands at the students elbow and prompts here at every step
achieves the same effect. To be instructive, the laboratory procedures may be in
the form of a manual. They should be prepared so as to state the problem to be
solved, or the procedures to be followed, fill the necessary background and general
mode of procedure to be followed and leave it to the students to formulate precise
plan of investigation up the plan and reaching her on conclusions.
b) Working phase
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means that she must be able to gauge the students abilities, to know at what point to
offer help and when to withhold it.
The length of the laboratory period should be determined by the nature the problems
and the objectives. The activities should be adapted to the type of work to be done.
Students may work individually, as individual small teams, or in small teams with
in a large group.
When students work individually or in small teams they may come together as a
group at various either during a laboratory period or between laboratory sessions.
For example, a clinical conference may be used to bring students together to the
common problems encountered by the individual students in their nursing-care of
patients.
Adequate records should be kept so that student progress can be checked and waste
of time prevented. Provisions should be made for individual differences. Some
students will complete their tasks more quickly than others. They can be given
additional assignments which will help them to deepen their knowledge or they may
be released to work on some related learning area in which they are especially
interested.
c) Evaluation phase
When the laboratory work has been completed , the class should meet together for
common problems for the organization of findings , for the presentation of the results
of individual or group problem- solving activities. A wide variety of types of activities
may be utilized in this phase of the laboratory procedure.
Review of the plan for solving the problem.
Reports by the students on data gathered or other findings.
Presentation of illustration material or special contributions by student development of
projection visual, of tape recordings, posters, bulletin board, etc.
Organization of findings, summarization and conclusion by the group. The findings
and scored or rated by members of the class or by competent judge outside the class.
Exhibits of various projects may be set-up and explained by their student sponsors.
In clinical nursing, the use of laboratory method becomes procedure for providing
students with well planned, supervised experiences in translating principles of nursing
in to active, problem solving for nursing problems.
Individual differences.
Every nursing student is an individual and as such differs from all other students; she
has her own needs, interests and abilities. The teacher should consider individual
differences when planning and supervising nursing students.
Nursing student should be help to establish realistic and worthwhile goals for
both her class work and clinical learning experience.
Nursing is not a science in the strict sense of the word; it is a series of arts that have
to do with the giving of direct and continuing
13 personal assistance to individuals who
require such assistance because of their personal inabilities in self-care, resulting from
a situation of personal health. It is a relationship in which one person acts for another
or helps the other person to act. Science in its broadest definition is knowledge, and art
is the purposeful application of knowledge. Nursing is a practical art, but one cannot
be practical unless one has knowledge; therefore, knowledge must be emphasized in
the learning of an art.
Every nursing student comes to the clinical setting with a certain amount of
knowledge and skills.
Every nursing student comes to the clinical setting with a certain amount
knowledge and skill , the teacher should assess and help the student to assess her
knowledge in relation to the particular setting supplement and reinforce it through
clinical teaching and through the students own efforts in reading and study.
Nursing student require a varying amount and degree of instruction and practice in
performing nursing procedures carrying out routines, developing skills, etc. the teacher
should adapt her instruction and supervision to the capacities and need of each student.
Any new procedure, the teacher should be close at hand to familiarize the student with
the situation.
Student teacher relationship to help the student to cope up with the emotional
problems (stress, anxious and insecure) and every student desire to grow personally
and professionally during her clinical education also teacher should encourage each
student to act independently. Clinical experience must be well planned and well
supervised.
Every nursing student should be helped to establish realistic and worthwhile goals for
both her class work and her clinical learning experience.
Any new procedure, activity or situation is likely to be stressful to the nursing student.
The teacher should be close at hand to familiarize the student with the situation and to
reassure her in functioning in it.
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Every student desires to grow personally and professionally during her clinical
education. The teacher, through discussion and conferences should show interest in
each student and in her progress toward and achievement of attaining her goals.
As the nursing student grows personally and professionally, she will grow in
independence; the teacher should encourage each student to act independently when
warranted but should be available when the student need her.
To be meaningful experience for the nursing student, clinical laboratory experience
must be well planned and the student well supervised when there. The supervisory
activities are the responsibility of the nursing instructor who carries them out in
cooperation and coordination with the nursing service personnel of the clinical
laboratory.
Through this method, students learn to explore various things on their own. They also
learn to verify various scientific facts and principles. Such students become able to
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solve out various kinds of problems arising in their life own their own, as they possess
of high level of self-confidence.
As the students directly get indulged in the experimental functions and handle the
various complex instruments themselves, thus various kinds of practical skills and
proficiency get developed in them to considerable extent, with the help of which they
prove to be successful in earning their livelihood in the future.
Through this method, an intimate relationship got developed in between the students
and teacher, as students are required to acquire necessary guidance for performing
practical work from the teacher while the teacher provides proper individual attention
to them, by which all of them come closer to each other.
With this method, teacher can develop various good habits among the students
because of which it is known for inculcation of good virtues among the students by a
majority of experts. An important good habit which gets developed among the student
is that they learn to perform their work on their own and independently. Not only this,
they have to work while maintaining cooperation with other students also, as a result
of which habit of team work gets developed in them. In addition of these, qualities of
honesty, sincerity and truthfulness also get developed among the students through this
method.
When students get success in their experimental work, then they attain a sense of
achievement, which helps them in improving their performance to considerable extent
in all spheres of life. Helps in decision making or problem solving in real life
experience makes a person creativity.
2. Limited applicability
There are some kinds of knowledge which cannot be verified through experiments,
as a result of which this method has limited applicability. Not only this, generally it is
found that teachers do not allow the students to make experiments independently, as it
involves certain kind of risk of occurrence of accident.
3. Availability of equipments
As all the students get involved in experiment works because of which it becomes
necessary to provide them with separate equipments and other materials, but it is not
possible for the teachers to do so as the main problem in our nation is shortage of
resources. It is an important reason that why this method is used to limited extent in
schools.
7. Poor planning and lack of direction of teacher may result in wasting student time , use
of complicated approaches and consumes time. Poor direction causes blind manual
without an conception of the purpose.
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XIII. ROLE OF TEACHER AND STUDENT IN LABORATORY METHOD
Director
Guider
Facilitator
Role
Controller Planner
Educator Instructor
Teacher as a guider
The teacher has the responsibility of selecting and organizing the learning opportunity
that are appropriate for the laboratory experience. Also this role implies that the
teacher structure the teacher structures the environment of the learners(physical, social
and psychological) to facilitates the learning outcome. Teacher is responsible for
preparing the lab environment and students. It includes laboratory equipments, space ,
availability, time, safety.
Teacher as instructor
As educator it is important role of a teacher to deliver knowledge and teaching the
students regarding related subjects under curriculum. Educate the students to develop
their knowledge and attitude.
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Teacher as a educator
This is one of the important role as a educator to build up It has promoted the
development of courses in higher education for nurses next generation.
Teacher as mediator
The teacher is the mediator of the varied experiences that are the means of learning for
the student. The words, thoughts, and skills flow through the teacher’s responsibility
are given special life and meaning. Motivate the student by presenting problem
together with effective method for its solution.
Teacher as controller
The teacher is the complete charge of the lab and classroom, what students do. What
they do and how they do. The teacher is the centre of focus, and will give instruction
and supervise study activity and entire learning experiments. The teacher plans,
prepare and deciding the topic to be practiced through the learning experience.
Teacher is controlling the class and lab and she should be well versed in handling the
situation.
Teacher as facilitator
After introducing the way of practice the teacher should supervise and guide the
student throughout the experiment and recordings. But she should vigilant and alert to
guide the student who is trying to find their way through a difficult problem and
encourage creative thinking and act as an information resource or facilitator. Teacher
must coach students in demonstration, experimentation or practice.
Teacher as a evaluator
After the experiment or the demonstration, the teacher must evaluate their practice by
checking the records with the students. And help them to clarify if any wrong. Self
analysis can help students gain insight in to what they done. Before the lab teacher
should point out how principles and the theory have been applied and the experiences
ties in to the learning objectives.
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XIV. SUMMARY
From the topic all are able to understand the topic about that laboratory methods
is a procedure involving firsthand experience with primary source of material, and it s
a demonstration of group therapy, values such as for student it gives best opportunity
to experience a learning at first hand and for teachers gets the opportunity to observe
students in action a little encouragement or special help at the right moment may
intensity interest and provide the hopes for independent accomplishment in future and
limitations of laboratory work regarding lack of planning, lack of direction and lack of
budget. The laboratory method is the part of the study in the education which helps to
give proof to the study which is based on scientific principle.
The topic considers the principles relating to the selection and the use of teaching
procedures, in general, and to the lecture, the demonstration and the laboratory
procedures in details.
Although there has been considerable research on teaching methods there is no
definitive data regarding the effectiveness of teaching of teaching methods. The
conclusion warranted at this time seems to be that in general, no one method is in and
of itself intrinsically better than another; its effectiveness is relative, that is to say each
method varies in its effectiveness in relation to the desired objectives, the nature of the
course , the learners level and the teacher.
The technique of the laboratory procedure involve 3 steps: ( 1) introductory which
includes teacher and student preparation,(2) the work period student work with
teacher-guidance and ( 3) culminating activities. Although the general principles
outlined as guides for the use of the liberator procedure apply to the use of it in the
clinical setting, a number of adaptation have to be made. Students should be given
maximum opportunity for the selection of goals, for setting up of a plan of work and
the implementing of it and for the evaluation of the success of her efforts. However
because of the nature of the clinical setting (it is a life situation not a contrived one), it
is necessary for the teacher to be much more directive than in the classroom. For
example, she must cooperate with the head nurse in the selection of patients for her
student’s learning experiences; not even the teacher is free to simply choose what
patient she wants without consultation Nevertheless, when and where possible the
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teacher should permit the student to be as self-directive as possible. The young student
also will need considerable support and reassurance during her clinical education. Skill
guidance and evaluation are absolute essentials in the effective use of the laboratory
procedure in the clinical setting.
XV. RESEARCH ABSTRACT
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XVI. CONCLUSION
Laboratory is the place where the individual‘s effective learning and skills were
learned and practiced. When we consider laboratory global standards, individual
standardization, norm, roles and rules and regulation varies from one place to another
also nation to nation. Students are getting the opportunity to explore their knowledge,
attitude, skills and learning capacity. So all the curriculum of institution should include
laboratory methods for the upcoming development of future.
Since teaching is the guiding of the learning of another person, the choice of teaching
and learning procedures becomes an important part of the procedural dimension of the
educational process. It considers the principles relating to the selection and the use of
teaching procedures, in general and to the lecture, the demonstration and the laboratory
procedures.
XVII. BIBLIOGRAPHY
Book reference
1. Aggarval J C. (2001). Principles, methods and techniques of teaching. Second revised
edition. Vikas publication. Page number: 254-258
2. Clement I. (2010). Communication and education technology. Second edition.
Emmess publication. Page number: 208-210
3. Neeraja K.P.(2003).Communication and education technology for nurses. First edition.
Jaypee publication. Page number: 217-219
4. Raj Bhaskara elakkuvana.D.(2015). Nursing education. Second edition.Emmess
publication. Page number :125-128.
5. Sodhi kaur Jaspreet.(2005). Comprehensive text book of nursing education. First
edition. Jaypee publication. Page number: 65-68
6. Heidgerken E Loretta.(2012). Teaching and learning in school of nursing:principles
and methods.Third edition. Konark publications. Page number: 431-446
Journals
1. G.w.myeres (2018).Laboratory method in the secondary school. Journal of
agricultural education
Internet reference 23
1. http:/www.ijser.org>researchpaper >
2. http://www.journals.unchicago.edu>doi
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PROBLEM SOLVING METHOD
I. INTRODUCTION
Problem solving is not merely a method of teaching. It is more a method of
organization of subject matter in which a way that it can be dealt with through the
study of problems .The basic purpose of education is the child to adapt himself to life
in society which is full of problems. To be successful, one must be adequately
equipped with proper reasoning and reflecting power. Not only life in society, there
are problems and puzzling situations which are normal features of a child’s everyday
life in school also. Therefore, it is very important that problem solving must be
encouraged in school life.
Problem solving ability enables the child to find appropriate solutions of problems which
confront him. And sequential based. Problem solving approach is meaningful,
developmental, and sequential based on the discovery of generalization. It involves the
thought process that involves a doubt or a problem. It is an 1important contribution to
learning.
II. MEANING OF PROBLEM SOLVING METHOD
To train the mind of the pupils by confronting them with real problems and giving them
the opportunity and freedom to solve them. Problem solving approach is meaningful
developmental, sequential, based on the discovery of generalizations.
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mental difficulty or it may be physical and involve the manipulation of data. The
individual recognizes it as challenge.
---YOAKAM AND SIMPSON
3. Active ,persistent and careful consideration of any belief or supposed form of
knowledge in the light of the grounds that support it and further conclusions to which
it tends , constitutes reflective thinking.
----DEWEY
IV. ESSENTIAL FEATURES OF A PROBLEM SOLVING METHOD
a) The problem should be meaningful ,interesting and worthwhile for children.
The pupils should feel that the problem is their own. The teacher can motivate the
pupils in a manner to make the pupils think out the Problem under study by
themselves.
b) It should have correlation with life.
Problem solving strategy makes the student to feel confident in facing problems
not only in the real class but also in real life.
It is very helpful for the students to manage a situation in their real life, students should
be provided sufficient but supervised freedom for independent solving of the problems
with the help of free and frank discussion as well as pursuit of independent and group
activities
c) It should arise out of the real needs of the students.
The use of the strategy provides training and analyzing as well as solving new
problems. Problem-solving constitutes a realistic method for presenting the type of
experience the pupil will face throughout his career. It gives him a fine chance to
think, to judge evaluate, to compare select which is best. Whenever a specific,
question has to be answered, the facts have to be marshaled directed toward solution.
d) The children must possess some background of the problem which they are going
to discuss.
The problem should be clearly defined and the solution of the problem should be
found out by the students themselves working under the guidance and supervision of
the teacher.
V. STEPS IN PROBLEM SOLVING METHOD
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FORMATION AND APPRECIATION OF THE PROBLEM
ORGANIZATION OF DATA
DRAWING OF CONCLUSION
TESTING CONCLUSION
INDUCTIVE APPROCH
DEDUCTIVE APPROCH
ANALYTICAL APPROACH
SYNTHETIC APPROACH
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Valentine Davis quotes prof. Pasher who suggests the following points in problem
solving get them (the students) the problem clearly. Aid them to keep the problem in
mind. Get them to make many suggestions by encouraging them.
To analyse the situation in parts
Teacher should be properly trained and motivated for adoption of problem solving
strategy.Keen observation and analyzing the problem by the teacher help to make
solution for th problem.
To recall previously known similar cases and general rules that apply.
Makes the previous experiences to solve the problems in the future. It provides
valuable opportunities for the proper development of the cognitive abilities of the
students . The realization of higher cognitive objectives is also facilitated with the use
of this statergies.
To guess courageously and formulate guesses clearly.
The teacher help and encourage the student for any guesses for problem technique.
And formulate the guesses as solution. Give them a fine chance to think , to gudge
and evaluate , to compare and select which is best.
VIII. SUMMARY
From the above study all are able to answer what is problem solving method and its types
and steps of method of problem solving ,approaches to problem solving ,teachers role
in problem solving.
Problem solving as a teaching strategy provides opportunity on the basis of the
previous stock of their knowledge enriched with the present means available to them ,
quite independently some systematic steps and arriving at some basic conclusion or
results to be utilized in future for the solution of the similar problems in identical
situation.Steps are Formation and appreciation of the problem: The nature of the
problem should be made very clear to students. They must also feel the necessity of
finding out a solution for the problem.Collection of relevant data and information,The
should be stimulated to collect data in a manner, full cooperation of the students be
secured. Organization of data, The students should be asked sift the relevant material
from the superficial one in a scientific way. Drawing of conclusions,Discussions
should be arranged collectively and individual with each pupil. With out being
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properly verified. The correctness of conclusion must be proved. The students must
taught to be critical, to examine the truths which to seewhether they fit all the known
data. We should have our minds frome very bias in process of problem- solving. In
problem solving four different approaches may be
Followed: inductive, deductive, analytic and synthetic.Merits of problem solving is It
affords opportunities for participation in social activities. Problems are solved with
the joined of many students. The students learn to preciate the different points of view
and thus tolerant. Students learn to be self- dependent. Method provides opportunities
to the teachers to know in detail their pupils. They learn which students are shy in
nature and which are very active and accordingly they assist the students. Demerits of
problem solving is,it involves a lot of time and the teachers find it different to cover
the prescribed syllabus. There is the danger that the problem that the problem method
may lead to the selection of the trivial topics in some instance to those that generates
more and emotion than thought.
IX. RESEARCH ABSTRCT
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X. CONCLUSION
1) https://en.m.wikipedia.org>wiki>
2) https://www.slideshare.net>
3) https://onlinelibrary.wiley.com>doi>pdf.
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FIELD TRIP
I. INTRODUCTION
The educational field trip is introduced as the first of the audio-visual media because
it brings the student in to direct contact with a life situation in which the elements can
be studied as they actually exist and because it is the most concrete and the most real
of the audio-visual procedures. Synonyms of the “field trip”are: tour, excursion and
educational trip. A teacher cannot do an effective teaching in a classroom alone but it
is possible if the teacher does no ignore the outside world experience and its influence
of pupil apart from classroom teaching. Direct experience with reality provides an
excellent opportunity for sensory learning and this sensory is best possible through
field trip ,which provides first hand learning experience natural setting. An
educational field trip can be an integral part of the instructional program, designed
around specific educational objectives. Well planning is critical to a successful trip .
Good planning must precede fieldtrips ,real or virtual. Remember it is the journey ,not
just the destination that provides the learning experience .
A field trip should be designed so participants can easily makes connections between
the focus of the field trip and the concepts they are learning in the rest of the
educational program, Ensure fieldtrip compliments the curriculum by meeting specific
objectives.one of the objectives of nursing education is to provide a community nurse,
that is, a nurse who can recognize the social needs and the problems which relate to
nursing.
II. DEFINITION
1. Field trip is defined as an educational procedure by which the student studies first hand
objectives and materials in the natural environment.
- LORETTA.E.HEIDGERKEN
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2. It is the “part of the day , a day long , or a weekend long excursion ;it can be a simple
guided tour to an area of interest , or it may include the conducting of an active
research oriented field project.
-DAHAMA
1. It helps to furnish first hand information to supplement and enrich the classroom
teaching.
Field trip is very helpful for easy and direct observation rather than the classroom
teaching. So all the students getting opportunity of equal participation in learning that
are not available within the four walls of classrooms. Student eager to meet and
interact with others in outer areas and memorable life experience.
2. Students remember the field trip because they learn new by using different
methodology.
Students may have more attention through real life experiences. Through using
different methods in trips they may enjoy and learn everything without their
knowledge. They may learn or they can experience by using all five senses that is see,
touch, feel, smell, and taste.
3. It helps to develop keenness and observational skills.
Field trip is one of the effective experience for the students in their educational life.
Learning can and happen everywhere but field trip helps to develop keeness and
observational skill . Field trip helps the student to punctual, obey the commands,
observer etc.
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4. Field trip provides actual source material for study.
Here the fieldtrip producing the result that, theory come reality. So the students
getting the actual benefit from the experience of reality what they study inside the
class. So they wont forgot those experiences as they got from the fieldtrip. They can
feel , touch even smell also
5. Field trip affords an opportunity to solve problems arising from individual and
group in a natural situation .
The students getting more opportunity than the classrooms through real life
experience. From the fieldtrip it makes the students level, they can achieve adjusting
mentality,problem solving techniques with individual or the group.
6. Field trip serves in an effective means of correlating the subjects of curriculum.
Experiences of the student and information obtained through the trip should be
carefully correlated and integrated with class subjects and activities
The use of field trips in connection with instructional and learning procedures has
very distinctive values , several of which are discussed below:
1) They furnish first hand information to supplement and to enrich the classroom
instruction . For example , a class in public sanitation may go to the city water
department to see how water is purified.
2) They correlate and blend school life with the outside world , providing direct touch
with persons and with community situations. This type of contact develops a
sympathetic understanding of the problems and the social contributions of the various
organizations related to the care of the patient and thereby helps the student to see
where nursing fits in to the complete and continuous care of the patient.
3) They develop a better understanding of the etiologic factors of disease –housing ,
sanitation, economic condition, industry.
4) They create situations which help to develop observation and keenness ;field trips also
offer an opportunity to apply that which has been taught, to verify what has been
learned.
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5) They provide actual source material for study.
6) They arouse interest and vitalize instruction , thereby providing motivation.
7) They serve as an effective means of correlating the subjects of the curriculum.
8) They afford opportunity to consider and to solve problems arising from individual and
group participation in a natural social situation. They necessitate planning ,
cooperation , securing of transportation and permission to take the trip and other such
details of responsibility.
38
This type of trip helps the student to make responsibility to do the assignment in
connection with curricular activity. This trip is example of famous for collecting
biological specimens and fossils for the study of natural science and anthropology.
The following steps are suggested as a guide in organizing and conducting field
trips;
KNOWLEDGE
RAPPORT
OBJECTIVES
SUPERVISION
1. KNOWLEDGE:
Make a survey of the immediate surroundings and of the community as a whole so as
to determine those settings which offer.Potential education experiences for nursing
students through field trips. Analyze the educational values to be obtained from each
possible trip. This requires an exploratory visit by the teacher so that she can
39
determine whether or not the field trips planned will contribute to the attainment of
desired objectives.
2. RAPPORT:
Establish and maintain cordial relations with those in charge of the situations to be
visited. This is one of the first steps in the development of a trip. A friendly welcome
by the visited authorities is conducive to learning. On the other hand, if teacher and
students are merely tolerated as more or less unwelcome guests, enthusiasm will be
lessened, and learning will become perfunctory. The educational trip may be new to
the place being visited, and, because of lack of knowledge and appreciation, they may
consider it merely a sightseeing expedition. In order to prevent or erase such feeling,
the personnel of the institution should be informed as to the purposes, procedures and
future utilization of the field trip as an educational tool.
3. OBJECTIVES.
State objectives for the unit carefully and completely and then select the 1earning
activities which will best contribute to the of the objectives. If a field trip will
contribute better to the attainment of the objectives than other learning experiences or
will supplement carefully to meet these objectives. Consideration also should be given
to the time and the cost of a field trip; whether they are commensurate with the values
to be gained.
4. TIME AND TRANSPORTATION.
Make the necessary arrangements for time and the place of meeting and for the
length of the. Visit, with the administrative personnel in the place to be visited.
Planning for transportation may be done with the students, making sure that all student
have transportation, know where to meet, the exact time of the visit and how long it is
to last.
5. PREPARATION OF THE STUDENTS.
All trips should be made in connection with some unit, material or project and,
therefore, should develop naturally out of the class· setting. The trip assignment is
really but one form of the unit assignment and, as such, must be based on good
principles. A unit assignment not only indicates and locates the materials to be covered
but also establishes the objectives, raises thought-provoking questions and is
40
cha11enging and motivating. The same factors should hold true for the trip. A good
trip assignment not only indicates the objective and its location but also stimulates the
student to think about it in terms of importance, purpose, practice and personnel. Class
preparation may be carried through the use of appropriate questions, references,
illustrations, slides, films or similar devices. Students should be given. An opportunity
to list cooperatively the objectives for which the trip is planned (active participation,
not passive listening) . They should be held responsible for some phase of the trip.
Directions should be given on the procedure to be followed in the observation and the
special points to note.
6. SUPERVISION.
The trip should be supervised carefully in order to protect both the student and the
school. Safety and comfort should be considered. This is provided by instructing the
student carefully. Time, exact place of meeting, type of transportation, conduct and
courtesy all should be explained carefully to each student. Boisterousness, carelessness
or other unpleasantness will result in an unfavorable reaction to the school, future trips
may be seriously limited. The trip itself should proceed in an orderly manner with all
students in an alert and observing frame of mind. The teacher can assist the students
by caning attention to pertinent point.
GUIDELINES FOR CONDUCTING FIELD TRIP
1. There are many potential liability situations that can occur on a field trip, it is ultimate
responsibility to ensure that the following safety guidelines are meet concerning
safety and behavior while outside the classroom .
2. Behavioral expectations for the field trip and describe and discuss them with the
students prior to departure .
3. Rr junior students are mature enough to be responsible and accountable for their own
behavior, have them sign a written code of conduct; therefore, creating a behavioral
contract . Describe the consequences for not behaving properly prior to embarking on
the trip.
4. Provide parents with behavioral expectations and ask them to ensure that the students
know and understand the code of ,conduct and the consequences .
5. Implement a buddy with students as an additional safety precaution . Use board
approved transportation . 41
6. Permission slip letters to parents/guardians of youth participants. Ensure that safety
gear and first aid equipment are readily available and in plain view.
7. To increase the educational effectiveness of field trips, pre-trip instruction should also
focus on the content topics and concepts that participants will be investigating during
the field trip. It is important for field trip organizers to give participants verbal clues
regarding what to look for during their activities. Pre-trip instruction it easier for
participants to focus on the educational goals of the trip. As ,part of pre-trip lessons,
should demonstrate the use of any equipment and explain in detail any activities that
will be occurring during the field trip.
Check the presence of all students and see that no student is missing before, during and
after the trip. Adequate information should be given to the students regarding vehicle
number, time, where to get down from vehicle.
Check the account of the group members and submit account. Guide and supervise the
students during the trip. Safety rules to be followed strictly throughout the trip.
Teacher should encourage unity, discipline among the group. And First aid box should
be taken and kept in the vehicle for trip. Accuracy, clarity, brevity regarding the
learning experiences in field trip should be fulfilled by teacher.
XII. RESPONSIBILITY OF STUDENT IN A FIELD TRIP
Each student is personally responsible to know place of visit ,vehicle used for trip,
time, and place of getting on and off the vehicle.
Student should be punctual and obey the commands or instruction of the teacher.
The students must obey the teacher while on fieldtrip because there are many
potential liability situations that can occur in a field trip , it is ultimate responsibility to
ensure that the following safety guidelines are meet concerning safety and behavior
while outside the class room 42
Questions should be framed and kept ready, when given opportunity should be asked
by the students relevantly.
All luggage’s of the student should be ready on time for departure.
The students should be punctual at all the times. preplanning is needed for everything
it makes the students future more successful. Wasting of time for luggage’s and all
leads others interests .So should active all the times.
Each student should be keep account of his/her expenditure and record fare for the
vehicle used for the trip
Each student should take notes whenever they are instructed to take.
This will help the student from misunderstanding of places vehicles where they want
to reach. Some times students may absconded because of their unawareness.
43
Field trip helps in self motivation to know more about the reality than the class room
teaching. They extended their knowledge and experience as their motivation and self
confidence.
6) It is the most concrete and most real visual technique which help students to gain
actual meaning to compact tendency of abstractness and simulate correct thinking.
7) It gives relief from monotonous life of classroom.
Students are not interested in monotonous classes .they want real life experiences ,an
interaction classes and discussion. So this field trip method help to explore world to
attain more knowledge tan classrooms.
1. TIME
Most field trips require more than one class period, which necessitates adjustment of the
class schedule. The trip must be planned at the convenience of the establishment
visited , which means that it may not be correlated with the curriculum at the most
effective time. Students may not have the necessary data or the sufficient background
to obtain the maximum learning from uch an experience.
2. TRANSPORTATION
Transportation is another problem , especially if public conveyances are used. Bus
schedules may not coincide with the time of the trip. Still another limitation is the size
of the group. If it is too large for effective observation , it must be divided in to smaller
sections. This , of course , takes up considerable time at the place visited . The teacher
should plan the trip carefully and should interview the administrator of the place
visited in order to obtain specific information about material and activity that will be
open to the student. These safeguards should be followed if the trip is to offer learning
experiences with the time consumed in the trip.
3. PREPARATION
A large amount of preparation is associated with planning a field trip. Collection of
consent forms, waivers and money is normally done by the teacher and adds to an
already –packed to do list . additionally, teachers are usually responsible for recruiting
parent volunteers and making transportation arrangements.
44
4. AFFORDABILITY
Although field trips are sometimes subsidized by the school , there is often an
expense associated with the activity that is the responsibility of the student’s family
.the reality is that there are families that can barely afford to send a healthy lunch to
school with their children, never mind pay for a field trip. This can be an awkward and
uncomfortable situation for both student and teacher.
XV. SUMMARY
From the above study all are able to understand the topic and able to explain the
topic about what is field trip,and its definition, purposes , and , types of field trips and
purposes, values , roles ,merits or advantages and disadvantages .To get maximum
value from a visit as a method of teaching , careful planning is necessary before hand.
As with films, the teacher must pick the visit with care and know what her aims are for
the students in doing so. The students should know what they are going to see and
why. Prepared questions , the answers to which must be discovered during the visit
may help thoughtful observation . Written questions , the answers based on what the
students have seen but not merely describing the visit , may be given after the students
return.
Field trip can be defined as the fact it links works of both theory and practical and the
purpose is that it’s a first hand experience to explore outside world. also to develop
keenness and observational skills and to increase leadership skill. Types of fieldtrips
are local school trip, tour or journey, imaginary tour, inter school visits or inter college
visit, and individual tour. Teacher should always alert for the student in punctuality
and decipline. Also the student must responsible for obedience, punctuality.
Advantages of fieldtrip is live participation with reality, leadership development, the
value of friendship, individual motivation etc. These all help the individual to motivate
himself and self learning. The students need to recognize the privilege that is being
extended to them by those receiving them on the visit . Their behaviour routine and
during the visit must be the concern of the tutor. Such opportunities encourage
thoughtful attitudes and personal growth.
XVI. RESEARCH ABSTRACT
45
XVII. CONCLUSION.
Field trip though is expensive and time consuming it is one of the best method of
learning by direct experience and therefore it forms most concrete and real visual
techniques of learning, this field trips should be regularly conducted in nursing schools
and colleges for better nursing in future. Nursing education has used a, type of field
trip for some time by having the student attend clinics, visit the therapy departments
and other similar activities. However, the educational trip has not been used so widely
nor so effectively it should in order to provide the student with experiences outside the
hospital situation. Through the use of field trips, the nursing student can gain firsthand
knowledge of the community agencies and their functions and relationships to the
hospital in helping the patient. One of the objectives of nursing education is to provide
a community nurse, that is, a nurse who recognize the social needs and the problems
which relate to nursing. In order to achieve this objective, the school of nursing should
provide an opportunity for the student to see the place that nursing has in relation to all
are concerned with the welfare of society. Then, she can better understand her part and
responsibility in the total scheme.
XVIII. BIBLIOGRAPHY
46
1. Aggarval J C. (2001). Principles, methods and techniques of teaching. Second revised
edition. India: Vikas publication, 245-254
2. Clement I.(2011). Communication and education technology. Second edition. India:
Emmess medical publication , 212-216
3. Neeraja K P. Text book of communication and education technology for nurses. India
,Jaypee brothers medical publishers pvt ltd: 241-246
4. Heidergerken E Loretta.(2004).Teaching and learning in schools of nursing :
Principles And Methods. 3rdedition. India: Konark Publication , 552-555
5. Sodhi kaur jaspreet.(2017).comprehensive textbook of nursing education. First edition
: Jaypee Brothers medical publication,65-68
Journal
6. Article.Sciencepublishing Group.com
7. Yassir Mahgoub.(2014).The impact of field trips on students creative thinking and
practices in arts education.vol 10(1),page 46-50
Internet references
8. Http://drum .lib.umd.edu>bitdtream
9. Https.//en.m.wikipedia.org>wiki
10. Https://cathyduffyreviews.com>
11. http://www.researchgate.net/publication/259948225
47
INDEX
SL NO PAGE
CONTENT OF TABLE NO
I INTRODUCTION 1
II MEANING OF LABORATORY METHOD
III DEFINITION OF LABORATORY METHOD 1
IV OBJECTIVES OF LABORATORY METHOD
FUNCTIONS OF LABORATORY METHOD
III PRINCIPLES OF LABORATORY METHOD 2-3
IV ORGANIZATION OF LABORATORY 3
V VALUES OF LABORATORY METHOD 4-5
TYPES OF LABORATORIES IN SCHOOLS
XV RESEARCH ABSTRACT 18
XVI CONCLUSION 19
XVII BIBLIOGRAPHY 20
49
VIJAYA COLLEGE OF NURSING
1st MSC NURSING
UNIT -3
50
INDEX
SL.NO CONTENT PAG
NO
I PROBLEM SOLVING METHOD 1
INTRODUCTION
II MEANING OF PROBLEM SOLVING 1
METHOD
III DEFENITION 2
51
INDEX
SL.NO CONTENT PAGE NO
FIELD TRIP
I INTRODUCTION 1
II DEFENITION OF FIELD TRIP 1-2
III PURPOSE OF FIELD TRIP 2-3
IV VALUES OF FIELD TRIP 3-4
V TYPES OF FIELD TRIP 4-5
VI ORGANIZING OF FIELD TRIP 5-7
52
VIJAYA COLLEGE OF NURSING
I YEAR M.SC NURSING
UNIT : 3
UNIT : 3
HOURS ALLOTTED : 1 HR
54
DATE OF SUBMISSION : 6/1/2019
55
VIJAYA COLLEGE OF NURSING
UNIT : 3
56
INDEX
57
58