The beginning of the application of laboratory work in scientific education is related to the introduction of demonstration experiments (experiment performed by a teacher or student with advanced experimental skills in front of the whole class), while the beginning of the application of laboratory work within school practice (curricula) is related to the introduction of student experiments (experiment performed by students independently) (Hodson, 1993; Hofstein & Lunetta, 2004). Demonstration and student experiments can be laboratory, or simple hands-on experiments (Demircioğlu & Yadigaroğlu, 2011). A laboratory experiment involves a set of procedures that teacher or students perform with the application of laboratory equipment and materials under the supervision of teachers in order to obtain certain information about studied phenomenon (Salameh El Rabadi, 2013). Simple hands-on experiments also refer to a set of procedures that teacher or students perform (with the guidance of teacher), but their application does not require expensive equipment and laboratory equipment, and they can be realized with the help of simple, inexpensive, easily accessible materials and resources (Hırça, 2013, Sadi & Cakiroglu, 2011). However, they differ from the science laboratory in the fact that they do not represent experiments through which students discover new scientific knowledge, but acquire knowledge, which is already known to science, but is new and unknown to students themselves (Ruby, 2001). They also differ from the CTM (the usual teacher’s transfer of content), because students have the opportunity to: communicate with materials, make their own observations, expand their knowledge, understand causal and consequential relations and understand the basis of the scientific research and develop experimental skills (Akani, 2015; Kibirige, Maake, & Francis-Mavhunga, 2014; Sadi & Cakiroglu, 2011).

中文翻译：

---

综合科学教学中的教师示范和学生动手实验

实验室工作在科学教育中的应用开始与示范实验的引入有关（由具有高级实验技能的教师或学生在全班面前进行的实验），而实验室工作在学校内的应用开始实践（课程）与引入学生实验（学生独立进行的实验）有关（Hodson，1993；Hofstein & Lunetta，2004）。演示和学生实验可以是实验室，也可以是简单的动手实验 (Demircioğlu & Yadigaroğlu, 2011)。实验室实验涉及教师或学生在教师的监督下使用实验室设备和材料执行的一系列程序，以获取有关所研究现象的某些信息（Salameh El Rabadi，2013）。简单的动手实验也指教师或学生（在教师的指导下）进行的一套程序，但其应用不需要昂贵的设备和实验室设备，借助简单、廉价、易于获取的材料和资源（Hırça，2013 年，Sadi 和 Cakiroglu，2011 年）。然而，它们与科学实验室的不同之处在于，它们不代表学生通过实验发现新的科学知识，而是获得科学已知的知识，但对于学生自己来说是新的和未知的（Ruby，2001）。它们也不同于CTM（通常的教师内容转移），因为学生有机会：与材料交流，进行自己的观察，扩展知识，了解因果关系，了解科学研究和发展的基础实验技能（Akani，2015 年；Kibirige、Maake 和 Francis-Mavhunga，2014 年；Sadi 和 Cakiroglu，2011 年）。2015年；Kibirige、Maake 和 Francis-Mavhunga，2014 年；萨迪和卡基罗格鲁，2011 年）。2015年；Kibirige、Maake 和 Francis-Mavhunga，2014 年；萨迪和卡基罗格鲁，2011 年）。