PSTMLS Lesson 2_240910_130443.pdf

LESSON 2: PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE This lesson provides a comprehensive understanding of the distinction between principles and strategies in the context of teaching medical laboratory science. It delves into the philosophical underpinnin...

LESSON 2: PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE This lesson provides a comprehensive understanding of the distinction between principles and strategies in the context of teaching medical laboratory science. It delves into the philosophical underpinnings of teaching principles and their corresponding strategies, offering relevant examples to illustrate their application in science education. I. Introduction to Principles and Strategies in Teaching A. Definition of Principles Principles of Teaching are the fundamental beliefs, guidelines, and concepts that shape the way teaching is approached. These are often rooted in educational philosophies and theories, providing a foundation upon which teaching strategies are developed. Principles are generally abstract and broad, reflecting the values and goals of education. B. Definition of Strategies Strategies of Teaching are the specific methods, techniques, or approaches used to implement the principles in a classroom setting. Strategies are practical and action-oriented, designed to achieve the desired learning outcomes based on the established principles. II. Distinction Between Principles and Strategies A. Nature and Scope Principles are theoretical and philosophical, guiding the overall approach to teaching. They provide a broad framework within which teaching occurs. Strategies are practical and tactical, detailing how to deliver content, engage students, and facilitate learning within the framework set by the principles. B. Application in Teaching Principles are applied universally, influencing the overall design of curricula, assessments, and the educational environment.  Strategies are applied situationally, and chosen based on the specific content, student needs, and learning objectives. C. Examples in Science Teaching Principle: Constructivism (Jean Piaget) suggests students build their understanding through experiences. o Strategy: Use inquiry-based learning, where students conduct experiments and research to discover scientific concepts. Principle: Behaviorism (B.F. Skinner) emphasizes learning through reinforcement and repetition. o Strategy: Use of drill-and-practice exercises in laboratory techniques to reinforce skills. III. Principles Related to Science Teaching A. Constructivist Principle Proponent: Jean Piaget, Lev Vygotsky Description: Students construct their understanding and knowledge of the world through experiences and reflecting on those experiences. Relevant Strategy: Inquiry-Based Learning o Example: In a laboratory setting, students might be given a problem to solve, such as identifying an unknown bacterium. They would use their prior knowledge, perform experiments, and analyze results to conclude. B. Experiential Learning Principle Proponent: John Dewey Description: Learning is most effective when it involves active, hands-on participation, allowing students to directly engage with the material. Relevant Strategy: Problem-Based Learning (PBL) o Example: Students are presented with real-world scenarios, such as diagnosing a patient’s condition based on laboratory results, encouraging them to apply theoretical knowledge in a practical context. C. Behaviorist Principle Proponent: B.F. Skinner Description: Learning is a behavior change, which occurs as a result of the environment. Positive reinforcement strengthens behavior.  Relevant Strategy: Reinforcement and Repetition o Example: Repeated practice of blood sample preparation and analysis to ensure mastery of the technique, with immediate feedback provided to correct errors. D. Cognitive Learning Principle Proponent: Jerome Bruner Description: Learning is an active process where learners construct new ideas based on their current and past knowledge. Relevant Strategy: Scaffolding o Example: In teaching complex laboratory techniques, the instructor provides step-by-step support, gradually reducing assistance as the students become more competent. E. Social Learning Principle Proponent: Albert Bandura Description: Learning occurs through observation, imitation, and modeling, influenced by social interactions and the environment. Relevant Strategy: Collaborative Learning o Example: Students work in groups to perform laboratory tasks, allowing them to learn from each other’s techniques and approaches. IV Conclusion Understanding the distinction between teaching principles and strategies is crucial for effective teaching in medical laboratory science. Principles provide the foundational beliefs that guide educational practices, while strategies offer the practical means to implement these principles in a classroom or laboratory setting. By aligning appropriate strategies with the underlying principles, educators can create a more effective and engaging learning environment. Principles and Strategies Aligned Exemplification or Situation/How This is Proponents with the Principles Applied in Science Teaching Students design and conduct experiments to Constructivism (Jean Inquiry-Based understand the principles of microbial growth, Piaget, Lev Vygotsky) Learning constructing their knowledge. Students diagnose a condition based on Experiential Learning Problem-Based laboratory data in a case study, applying (John Dewey) Learning (PBL) theoretical knowledge in a practical context.  Principles and Strategies Aligned Exemplification or Situation/How This is Proponents with the Principles Applied in Science Teaching Repeated practice of blood sample preparation Behaviorism (B.F. Reinforcement and with immediate feedback to reinforce and Skinner) Repetition master the technique. Teaching complex laboratory techniques in Cognitive Learning Scaffolding stages, starting with basic steps and gradually (Jerome Bruner) increasing in complexity. Students work in groups to complete Social Learning (Albert Collaborative laboratory tasks, learning through observation Bandura) Learning and imitation of each other’s methods. Students are given minimal guidance and Discovery Learning Guided Discovery encouraged to explore and discover solutions (Jerome Bruner) to laboratory problems on their own. Associating certain laboratory sounds (e.g., Classical Conditioning Stimulus-Response equipment sounds) with specific procedures, (Ivan Pavlov) Learning helping students remember the steps. Rewarding students with praise or grades Operant Conditioning Positive when they complete laboratory tasks, (B.F. Skinner) Reinforcement reinforcing desired behaviors. Students participate in real-life laboratory Situated Learning (Jean Contextualized scenarios or simulations, learning through Lave, Etienne Wenger) Learning authentic tasks and social interactions. Students are challenged with tasks slightly Constructivist Learning Zone of Proximal beyond their current abilities, with guidance (Lev Vygotsky) Development (ZPD) provided to bridge the gap (e.g., mastering new lab techniques). Allowing students to choose projects or Humanistic Education Student-Centered research topics in laboratory science that (Carl Rogers) Learning interest them, fosters intrinsic motivation and personal growth. Students experiment with different laboratory Connectionism Trial and Error methods to achieve the correct results, learning (Edward Thorndike) Learning from both successes and mistakes. Emphasizing understanding the whole Gestalt Theory (Max laboratory process rather than focusing on Holistic Learning Wertheimer) isolated parts, helps students see connections between concepts. Tailoring laboratory tasks to accommodate Multiple Intelligences Differentiated different learning styles (e.g., visual, (Howard Gardner) Instruction kinesthetic) to help all students understand scientific concepts. Using a variety of instructional methods (e.g., Theory of Multiple Multimodal hands-on experiments, visual aids, written Intelligences (Howard Learning explanations) to address different intelligences Gardner) in science teaching. References Dewey, J. (1938). Experience and Education. New York: Macmillan. Piaget, J. (1972). The Psychology of the Child. New York: Basic Books. Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.