The educational process takes place through the student's interaction with the environment, through challenges that sharpen curiosity and lead to learning.
In the early grades of elementary school, we often see a good school structure, learning spaces divided by subject, the so-called learning spaces, corners or laboratories.
However, in secondary education these environments disappear from educational institutions, leaving the circulation of knowledge limited to classrooms.
Students can question the teachers and the school coordination, requesting work developed in such spaces, because through concrete experiences, learning becomes easier and more elaborate.
Learning chemistry without going to a laboratory, without experimenting, can make classes tiring for those with greater difficulties. In addition, in a proper space and with the use of materials from the area, it will be much easier to know and understand the phenomena that occur when mixing or separating substances.
However, conquering a new space for classes is not enough. It is necessary to value the opportunity to put into practice what has been learned in the classroom, and to respond to the teachers' intentions.
Many students forget the true meaning of the practical class, the experience, behaving as if they were at an amusement park. The active participation of the entire group is important, as this encourages the school's management to invest in new materials, enriching its collection and providing higher quality education.
Special environments can vary, but it is interesting that each educational institution offers libraries, multimedia spaces, laboratories, vegetable gardens, and others. With these, teachers will have the opportunity to work with activities that motivate students, achieving better learning outcomes.
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When leaving for experimental classes, students must be responsible and participative, seeking a commitment to work on the experiences they have the opportunity. Bringing the requested materials is a fundamental part of the smooth running of the activities, in addition to other issues such as:
- listen to and follow the teachers' guidelines;
- follow and accept rules;
- strive to do the best you can;
- make good use of the materials available for the experiments, without wasting them;
- make the necessary notes in order to present them as a conclusion of the experiments;
- wear necessary uniforms and accessories, which were requested in the materials list;
- share knowledge with colleagues;
- help when requested;
- be helpful with other members of the group and with teachers;
- Rotate materials and equipment with colleagues, when they are not enough for the whole group; and a series of other good coexistence attitudes.
If the classes are productive, with good results, the institution's directors will certainly start to consider the concrete experiences as a fundamental part of the teaching/learning process, investing so that their spaces become protagonists of knowledge.
By Jussara de Barros
Graduated in Pedagogy
Brazil School Team
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Would you like to reference this text in a school or academic work? Look:
BARROS, Jussara de. "Laboratory Class – place of learning"; Brazil School. Available in: https://brasilescola.uol.com.br/educacao/aula-laboratoriolugar-aprendizagem.htm. Accessed on June 27, 2021.
