Hands-On Learning in Science Labs in Government Schools

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Harpreet Kaur

Independent Researcher

Punjab, India

Abstract

Hands-on learning in school science laboratories is widely acclaimed as the most authentic way to help students construct scientific concepts, develop inquiry skills, and nurture positive attitudes toward science. Yet, in many government schools—particularly across low-resource contexts—laboratory work is sporadic, under-resourced, or ritualistic. This manuscript investigates how practical, experiential engagements in science labs influence cognitive understanding, procedural fluency, scientific temper, creativity, and socio-emotional outcomes among students in government schools. Anchored in constructivist, experiential, and sociocultural learning theories, the study triangulates literature, policy documents, and field data from a mixed-method inquiry involving 240 students, 32 science teachers, and 18 school heads across five Indian states. Quantitative pre-post concept tests, attitudinal scales, and lab-skill rubrics are complemented with qualitative classroom observations, artefact analysis, and semi-structured interviews. Results indicate statistically significant gains in conceptual mastery (p < .01), process skills, and engagement, particularly when lab activities are aligned with curricular goals, scaffolded, and accompanied by reflective discussion. Conversely, deficiencies in infrastructure, teacher preparation, safety protocols, and time-tabling emerged as systemic barriers. The paper concludes with a praxis-oriented framework—“ACCESS” (Availability, Curriculum alignment, Capacity building, Evaluation, Safety, and Sustainability)—to guide policy and school-level action. Educational implications include rethinking the role of low-cost apparatus, peer-led tinkering spaces, mobile labs, and digital simulations as complementary resources. The study underscores that hands-on science is neither a luxury nor an add-on but a democratic right and pedagogical necessity in public education, critical for building scientific literacy and future-ready competencies.

Keywords

Hands-on learning; science laboratories; government schools; experiential learning; inquiry skills; constructivism; STEM education; educational equity; practical work; scientific temper

References

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