IT in teaching experimental science: the scientific perspective

Abstract

Experimental investigation provides the foundation of science. Theoretical models describing the natural world result generally from practical observation of phenomena. Thus it is important that our students, who will be the next generation of scientists, understand the experimental basis of the “facts” in their textbooks, and gain experience in the practical side of scientific investigation. Therefore, it has traditionally been considered important that training scientists are exposed to ‘wet’ laboratory sessions. An extension of this approach is that replacement of practicals with other activities devalues a practical course. However, this view must be tempered by other important factors. One needs to consider the orientation and perspectives of different groups of students, and the appropriateness of their practical experience. Taking an example from my own field of biochemistry, there are some groups of students for whom ‘wet’ practical work is not highly appropriate (Learmonth et al. 1988). For example, students of medicine and nursing do not need to develop biochemistry laboratory skills, but rather gain an understanding of the experimental basis and interpretation of clinical test data. In some medical courses biochemistry practical work has been replaced altogether by other activities such as clinical case problem solving (Scott and Shanley 1988). In contrast, for students studying the experimental sciences in their own, ‘wet’ practicals are critical to the learning experience. Nevertheless, the question must be asked whether a traditional laboratory course meets the needs of our students. There are commonly significant limitations in that it is not possible to expose students to all of the vast array of techniques and scientific equipment, nor in many cases provide sufficient repetition for students to gain mastery of a technique. We are generally capable of providing tuition in a selection of techniques and approaches, and hopefully impart the culture of scientific investigation and encourage the ability to adapt and operate in diverse environments. Thus we cannot fulfil all our objectives with ‘wet’ practicals alone. There is much to be gained from stepping back and looking at ‘dry’ lab activities, which can supplement and enhance the ‘wet’ lab experience. One needs to identify where computers can be effectively applied to extend and enrich the curriculum, and how the computer-based activities can be integrated into learning experiences in non-trivial and meaningful ways. The same questions should be asked of ‘dry’ and ‘wet’ activities, in summary whether they meet the objectives. Further, do the students, and for that matter the instructors, have a clear idea what the objectives are? Objectives of practical classes have been summarised by Bender (1986).