Lesson 10: Strategy 2 – Experimentation
I. What is Experimentation?
Experiments are the teachers’ another way of introducing a new idea to the
students to stimulate their engagement in class. The use of experiments allows the
teachers to transform the class into an active learning environment that fosters involve
of the students and stimulates their mental, affective, and physical activities. The
traditional way of using chalk and board can be improved by facilitating experiments in
class so they can be better understand and appreciate the principles involved in various
scientific processes.
The teachers can use experiment instead of, or in addition to more, traditional
approaches for the following reasons (SERC, 2019):
Experiments can be used to introduce new ideas or to clarify puzzling aspects of
topics with which the students typically struggle.
If the result of an experiment is surprising yet convincing, the students are in
position to build ownership of the new idea and use it to scaffold learning.
In addition to checking that the conceptual focus of the experiment has been
understood correctly, post-experiment assignments can push the students to
describe a follow-up experiment or to extend the concept to another application.
Classroom experiments keep the learners active in a number of ways depending on
the nature of the particular experiment. During experiments:
The students are active in generating data or behavioral observations.
The students analyze data, examples, or models.
The students answer leading questions posed by the instructor and compare
their answers with those of other students.
The students work together in groups to solve problems, devise strategies, or
understand class concepts.
The students predict how changing the experimental results to classroom
theories and use them to confirm or critique the theories.
How to Use Experimentation as a Teaching Strategy?
The experimental approach requires the teacher to explain the following steps
and guide the students during the entire experiment. The goal is for the students to be
able to understand the steps and develop their own experiment. The following steps are
adapted from SERC (2019):
a. Identify/select a problem
To be worthy of investigation, the problem must be a problem for the
students as well. It is a product of their observation from the classroom,
the environment, their homes, or the community.
b. Formulate a hypothesis
Hypothesis is an educated guess; a supposition or proposed explanation
made on the basis of limited evidence as a starting point for further
investigation.
c. Test the hypothesis
d. Control variables
e. Make operational definitions
f. Perform the experiment
g. Record and interpret data
h. Draw a conclusion
Conducting a classroom experiment entails several significant steps. Among
these is the preparation of the teachers and the students before the experiment, the
roles of both parties during the experiment and the post-experiment tasks (SERC,
2019).
1) BEFORE THE EXPERIMENT
a. Teacher’s preparation
The teacher should be mindful of the following before conducting the
experiment in class.
Decide how to best incorporate experiments into class content
Designate an appropriate amount of time for the experiment. Some
experiments may require more than one meeting while others take
only a few minutes
Match the experiment to the class level, course atmosphere, and
the personalities
Use appropriate strategy when dealing with the classroom
environment: room layout, number of students, groupings, etc.
b. Students’ preparation
It’s a great help for the students if they will initially prepare for and get
acquainted with the flow of the experiment so they will have a successful learning
experience. Let the students do the following before starting the experiment.
Carefully read and study instructions that explain the experiment and the
role of the students
Prepare all the materials, apparatus, glass wares, chemicals, and
equipment needed for the experiment
Think of the possible outcomes of the experiment
2) DURING THE EXPERIMENT
While doing the experiment, take note of the following:
a. Teachers’ role
Monitor the whole class. Check if all students are participating or
doing their assigned tasks.
Assess the students’ performance. Correct those who may not be
doing the instructions properly and recognize those who are
following instructions strictly.
Check the time or duration of the experiment. Sometimes, the
students are too busy that they aren’t mindful of the time left for
them to finish the experiment.
Observe if the materials and equipment used are still properly
working or are properly used by the students.
b. Students’ role
Make sure the students follow the instructions properly. Ask them to
approach the teacher if there are concerns/questions.
Ask the students to be a keen observer and take note of all
observations and results of the experiment. Document the
experiment by taking pictures of the results and of the students
while performing the procedures.
3) AFTER THE EXPERIMENT
The experience during the actual experiment isn’t just about that moment in class.
It can be used as a shared experience that emphasizes material that is covered later in
the course. Moreover, it helps the students to start thinking beyond the course materials.
a. Teachers’ role
Guide the students in analyzing the data collected data.
Assess the students’ achievement in learning goals by using standard
tests, quizzes about the experiment itself and open-ended questions that
allow the student to reflect on what they did and did not get from the
experiment. This is useful for clarifying facts and concepts that the
students might not have understood before and during the experiment.
b. Students’ role
Analyze and interpret the data collected
Identify scientific principles that can be learned from the experiment
Think of ways on how to apply the learned scientific principles practically
on life
4) STRATEGIES FOR UNEXPECTED OITCOMES
Teachers often have fears of conducting experiments especially if things go
wrong, the materials are not available, the machine isn’t functioning well, the students
aren’t following instructions, the class may be canceled due to weather conditions, etc. it
is always necessary to have a backup plan so that the class can proceed with the
experiment. Here are some suggestions:
Improvise of you can. Discuss the outcome if the expected materials are
used as well as the alternative materials.
Bring your set of lecture notes with you in class. You can always conduct
a normal class if there is no remedy for the unavailability of materials or
some other uncontrollable circumstances.
Bring results from a related or similar experiment from a published
research experiment or data from a previously conducted classroom
experiment with you to class. You can have a discussion about what the
students expect to happen from the experiment.
III. Sample Lesson Plan
Topic: Gravitation and Frictional Forces
Learning Competency
The learners should be able to infer how friction and gravity affect movements of different
objects.
Grade Level: Grade 6
ENGAGE
Let the students imagine that they are inside a dark, cold room in a winter night. Ask
them, “What was the best way to keep the hands warm?”
EXPLORE
Procedure:
1. Predict what will happen when you rub hands together vigorously
2. Rub your hands together. Do you feel warmer?
3. Rub your hands together again faster and longer. Put your hands on your face.
How do your hands feel? Run water on your hands and see if it rubs the same. Now
add lotion to dry hands and rub them again. Do you feel a difference in the amount
of heat?
EXPLAIN
Classroom Discussion about Gravity and Friction
Gravity
Gravity is a force that always attracts or pulls objects and the distance they
are apart.
Gravitational attraction depends on the mass of the two objects and the
distance they are apart.
Objects on Earth are pulled towards the center of Earth.
Friction
It is a force that occurs when one object rubs against another object
Two factors that determine the amount of friction:
1. the kind of surfaces
2. the force pressing the surfaces together
Friction is the force that acts to resist sliding of two surfaces that are touching.
It can slow down or stop the motion of an object.
The smoother the two surfaces are, the less friction there is between them;
therefore, the moving object will not slow down as quickly.
The greater the force pushing the two surfaces together, the stronger friction
prevents the surfaces from moving.
ELABORATE
Facilitate the experiment below.
Objectives:
As the learners perform the experiment, they are expected to:
3. What do you conclude about your hypothesis? (The force is independent of the
surface area.)
4. What effect do you think adding weight to the wood block will have upon the force of
friction? Write a hypothesis that expresses your best prediction.
5. How can you test your prediction? How many trails should you make? (Lay some
object such as book on the wood block in each position and pull the block along. At least
three trails for each position.) Write a description of your experiment. Include your
hypothesis, procedure, results, and conclusions.
6. What do you conclude about your hypothesis? (The weight of an object affects the
amount of friction it exerts as it slides over a surface.)
EVALUATE
This can be done in class or at home of there’s no time left in class.
1. Create a Venn diagram to show the relationship between gravity and friction.
2. List down materials/objects that prevent friction and explain their specific use (e.g.,
lubricant in cars)
IV. Application
Answer the guide questions below.
1. When should the teacher use experimentation as a strategy to deliver a
certain topic in class?
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2. What are the limitation of experimentation as a teaching strategy?
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3. Given the learning competencies below, develop a sample lesson plan.
Topic: Energy
Learning Competencies
1. Demonstrate how sound, heat, light, and electricity can be transformed.
2. Manipulate simple machines to describe their characteristics and uses
ENGAGE
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EXPLORE
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EXPLAIN
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ELABORATE
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EVALUATE
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