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Virtual labs do not allow students to images with others and post them on can work on the activity during the next
develop their science skills. Virtual labs the internet. scheduled class period.
do not allow students to physically ma- The last methodology is to conduct Keep in mind that the teacher is still re-
nipulate, make measurements with, and solo-labs. This method works in a hybrid sponsible for the students’ safety, even
practice the proper techniques when situation where some students are if they attend class from home. When a
using lab equipment. Students can only on campus and the rest are at home, student is attending your class, regard-
develop these skills by engaging in virtually participating in the lesson. The less of their physical presence, and you
authentic hands-on lab work. laboratory activity needs to take place assign them a task, the “Duty of Care”
The second suggested methodology over several classes so that all on-cam- standard applies.
is teacher-led demonstrations. In this pus students get a chance to participate If you chose to assign lab activities to
modality, teachers will conduct the in the activity. This methodology does students at home, the teacher must en-
laboratory experiment while the students not allow students who are fully remote sure that the students have a safe work-
observe. The teacher can perform the to manipulate the laboratory equipment ing environment to conduct the activity,
experiment live in the laboratory or or conduct the experiment. However, the that they have access to the appropriate
record it for future use. The students can teacher can partner virtual students with Personal Protective Equipment (PPE),
make observations using this methodol- those working in the lab and observe the that the parents or guardians observing
ogy, but they will not manipulate the lab- experiment. the students complete the lab are appro-
ware or develop their laboratory skills. The solo lab methodology assumes that priately trained on the safety protocols
Teacher-led demonstrations can lead you have no more than 24 students as- for the lab, that the parents or guardians
to students watching science instead signed to your class, that no more than also wear the appropriate PPE, and
of doing science. However, during the half of your students (12) attend class at that the laboratory materials are safely
pandemic, it is a socially-distanced any one time, and have at least six lab stored away when not in use. With all of
alternative to traditional lab work. It also stations in your laboratory. During the these requirements, the authors strongly
addresses the needs of students who activity, half of your on-campus students recommend that teachers do not assign
have to experience the lab from home will go to an individual lab station and physical laboratory activities at home.
and cannot conduct the lab themselves. independently conduct the laboratory The pandemic challenges call on us as
To get students to participate in the activity. The rest of the students will educators to be creative and develop
laboratory, a student can lead the dem- work on an alternative assignment at new methodologies to help our students
onstration. It is the same methodology their desks or remotely from home. authentically learn science. To conduct
as a teacher-led demonstration, except When the students complete the lab, a proper science classroom, students
one student conducts the laboratory their work area and any reusable equip- must have the opportunity to observe
under the teacher’s supervision, and the ment are cleaned and sanitized accord- phenomena in a hands-on, inquiry-
rest of the class makes observations. If ing to your district’s protocols. If there based environment. The development of
your class completes one laboratory per is enough time, the students at their new methodologies and sharing these
week, each student will get one or two desks can conduct the laboratory. The methodologies with others can lead
chances to lead a demonstration during original experimenters can return to their to a more authentic science learning
the school year, provided that they are seats to work on their data analysis or environment as we wait to return to our
on campus. Check your district’s accept- the alternative desk assignment. If there traditional school environment.
able use policy on how to share student is not enough time, the second group
Resources
Carla C. Johnson (2007) Effective Science Teaching, Professional Development and No Child Left Behind: Barriers,
Dilemmas, and Reality, Journal of Science Teacher Education, 18:2, 133-136, DOI: 10.1007/s10972-006-9037-0
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core
Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education,
Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
“New Jersey Department of Education.” New Jersey Student Learning Standards: Science, www.state.nj.us/education/
aps/cccs/science/.
Office of the Governor | Governor Murphy Unveils Plan to Address Digital Divide Ahead of 2020-2021 School Year. (2020,
July 16). Office of the Governor. https://www.nj.gov/governor/news/news/562020/20200716a.shtml

About the Author

Kevin S Doyle, Ed.D. is the District Science Supervisor for the Morris Hills Regional District. He also serves
as the Math & Science Magnet Program coordinator and the Aviation & Aerospace Program coordinator. He
has 29 years of experience in high school education. He holds a Bachelor of Science Degree in Physics from
Seton Hall University, A Masters of Science Degree in Curriculum, Instruction, & Assessment from Walden
University, A Masters of Science Degree in Educational Leadership from New England College, and a
Doctorate in Educational Leadership from Rutgers University. Follow Kevin on Twitter @KSDoyle1

Educational Viewpoints -27- Spring 2021