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Hands On Learning - 20240728 - 205916 - 0000

Hands-on learning is an educational approach that emphasizes learning through direct experience and experimentation, particularly in science education. It enhances critical thinking, retention, and engagement while allowing students to explore scientific concepts actively. However, it also presents challenges such as resource intensity, safety concerns, and the need for skilled instructors.

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0% found this document useful (0 votes)
18 views5 pages

Hands On Learning - 20240728 - 205916 - 0000

Hands-on learning is an educational approach that emphasizes learning through direct experience and experimentation, particularly in science education. It enhances critical thinking, retention, and engagement while allowing students to explore scientific concepts actively. However, it also presents challenges such as resource intensity, safety concerns, and the need for skilled instructors.

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ranganidhi17
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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HANDS ON EXPERIENCE

INTRODUCTION
Hands-on learning is an educational method that directly involves them to do the learner by
bout it. In short, it is learning by doing. It is an effective way to learn. Hands-on experiences
may benefit studen more than previously realized, particularly in the world of virtual
laboratories and online learning. This gives new meaning to the idea of learning.

Hand-on experience in science typically uses physical material to give students firsthand
experience in scientific methodologies It provides opportunities to use the scientific method
in science teaching. It helps to produce new scientific knowledge.

DEFINITION

"Hands-on experience means knowledge or skill that someone gets from doing something
rather than just reading about it or seeing it being done".

Hands-on experiences significantly advance learning at all levels of science education. It is


helpful in development of following process skills

PROCESS SKILLS

1. Obserserving
Children can observe the growing cycle from seeds to plant, to flower and to seeds again.
They can also observe plant parts and explore the similarities and differences between plants
basis of colors, shapes, relative size and textures. Children can on also observe the effect of
environmental elements such as water light, temperature and much more.

2. Predicting

Teachers should ask children open-ended questions that do not require a single right answer
to promote guessing and prediction.Encourage children to guess which plants will come up
first and which will grow to be the tallest.

3. Experimenting

Hands-on experiences promote child-driven investigations based on the children's own


question by providing various materials : seeds, soils, pots, lighting and water situations etc.
to be used in their own experiment . Teacher can record children 's observation and questions
generated by their experiments. They can also provide paper, journals, pencils,crayons for the
children to record their own observations as their experiment in progress.

4. Interpreting

Children learn best from their own interpretations rather than from their teachers telling
them what the facts are. Therefore, teachers should continue to promote open-ended
questions by encouraging children to process and draw conclusions about what they have
seen in their experiments. This process will lead to more questions and to further
experiments.

Other Examples

Hands-on chemistry activities, students directly and safely investigate chemical properties
and reaction, utilizing laboratory apparatus and instruments. These activities are essential for
learning chemistry and improving science literacy. Web-based and computer-simulated
activities may help increase student exposure to chemistry, reduce costs and climate
hazardous waste and safety concerns. However these tools cannot be considered as
equivalent replacements for hands-on laboratory experience. There are many other science
activities that foster the development of the basic understanding of science concepts. Here
are a few to get you started:

► Adopt a nearby pond.

► Put up a bird feeder.

► Make a classroom aquarium or terrarium.

►Study ants, tadpoles or butterflies.


► Cook together to explore measurement and cause and effect.

► Explore water play, what floats, what doesn't. Explore the five senses (touch-texture,
tastes-sweet/sour, sounds: high/low tones, volume etc., smells-identify onion, Orange, banana
etc. and sight-notice visual differences).

EDUCATIONAL IMPLICATIONS : ROLE IN CHILDREN 'S LEARNING

►By hand-on experiences students learn by doing and experimenting.

►It helps to develop critical thinking skills.

► Personal attention can increase a student's confidence leve by providing one-on-one


attention.

► It helps the students to increased permanent retention. A hands-on learning environment


can give students a bette feel for the training material at hand.

►Children acquire scientific knowledge by 'construction' nee by instruction.

► Good quality education through hands-on experiences encourages the exploration of


alternative thinking.

►Student who physically experience scientific conceptal understand them more deeply and
score better on scienc tests.

► All students actively participate in the experiment.

► It allows and encourages young children to explore the scientific process.

► It helps the students in organizing, classifying, problem solving and reasoning skills.

►Hands-on learning allows students to directly observe and understand.

► It also encourages young pupils to do things for themselves which will help them with
learning independently later on in life.

► To learn them by heart.

►It inspires a student to explore

ADVANTAGES

1. Enhanced Understanding : Engaging in experiments and practical activities helps students


grasp complex scientific concepts more effectively than theoretical learning alone.

2. Improved Retention : Active participation in experiments can lead to better retention of


information as students often remember what they do and experience firsthand.
3. Development of Critical Thinking : Hands-on activities require students to hypothesize,
experiment, observe, and draw conclusions, fostering critical thinking and problem-solving
skills.

4. Engagement and Motivation : Interactive and practical activities are often more engaging
and can stimulate students' interest and curiosity in science.

5. Skill Development : Students develop a range of skills, including laboratory techniques,


measurement, data analysis, and the use of scientific equipment.

6. Real-World Application : Practical experience allows students to see the real-world


applications of scientific theories and principles, making learning more relevant and
meaningful.

7. Collaboration and Communication : Many hands-on activities involve teamwork, helping


students develop collaboration and communication skills essential for scientific research and
many careers.

8. Confidence Building : Successfully conducting experiments and solving problems can


boost students' confidence in their scientific abilities and overall learning capabilities.

LIMITATION

1. Resource Intensive : Hands-on activities often require specialized equipment, materials,


and space, which can be expensive and difficult to provide consistently.

2. Time-Consuming : Practical experiments can take significantly more time than traditional
lectures or textbook learning, potentially limiting the breadth of content that can be covered.

3. Safety Concerns : Some experiments involve hazardous materials or procedures that


require strict safety protocols and supervision, posing risks if not managed properly.

4. Variability in Outcomes : The results of experiments can vary due to factors such as
equipment quality, human error, and environmental conditions, which can be confusing for
students and complicate learning objectives.

5. Instructor Expertise : Effective hands-on learning requires instructors who are skilled not
only in the subject matter but also in managing and guiding practical activities, which may not
always be available.

6. Accessibility Issues : Students with disabilities may face challenges in participating fully in
hands-on activities, necessitating additional adaptations and resources to ensure inclusive
learning.

7. Assessment Difficulties : Evaluating hands-on activities can be more subjective and


complex compared to traditional tests and quizzes, making it harder to measure student
performance consistently.

8. Dependency on Group Dynamics : Group activities can be hindered by poor group


dynamics, with some students dominating and others becoming passive, potentially
impacting individual learning outcomes.

~ Nidhi

~Roll no - 24

~ Sec - 'B'

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