Recently, I shared a tweet on X about how my students’ lab experience went seamlessly, thanks to explicit instruction and implementation of cognitive science principles. The tweet sparked a lot of interest, with many educators asking for a deeper look into my thought process. Specifically, they wanted to know how I use explicit instruction and cognitive science to prepare students for labs. This inspired me to write this blog post and outline the steps I take to set my students up for success.
Throughout this blog post, I will use calorimetry as an example to show how explicit instruction and cognitive science principles can help students succeed. Calorimetry is a great topic because it combines theoretical concepts like heat transfer and specific heat capacity with hands-on tasks that require careful execution. By breaking down each step, I’ll demonstrate how to prepare students for labs effectively. We will first discuss building a strong foundational knowledge. Then, we will explain how to prepare for the lab.
Part A: Building a Strong Foundation
1. Establishing Background Knowledge Through Concept Mapping
Background knowledge is the foundation of learning. Without it, new information has nothing to stick to, making it harder for students to grasp complex concepts. Yet, many students come into the classroom without the foundational knowledge they need to understand science. That’s where we, as educators, step in. It’s our job to bridge that gap and make learning accessible.
One effective strategy I use to build background knowledge is having students create concept maps using student-friendly resources. Concept maps offer a structure that organizes information from broad concepts to specific details. This approach helps students see the “big picture.” It also shows how different ideas are related. Concept maps allows students to clearly link relevant existing knowledge to new ideas.
In addition, creating or interacting with concept maps encourages students to recall what they already know about a topic (even if it’s not much). This bridges the gap between existing knowledge and new information, making the new material easier to understand. Not to mention that creating a concept map requires students to actively process information by summarizing, categorizing, and prioritizing ideas. This approach transforms abstract science ideas into concrete and accessible knowledge, paving the way for deeper understanding.
To learn more about this strategy, read my previous blog post titled “Concept Maps: A Tool for Strengthening Background Knowledge and Boosting Comprehension.“
2. Mastering Scientific Language
Once students have some background knowledge, we can leverage it to help them learn and retain science vocabulary. We want students to retain science vocabulary because it is the foundation for understanding scientific concepts. Retaining vocabulary also helps in communicating these concepts. By building and reinforcing this vocabulary, we empower students to think, speak, and reason like scientists.
To support this process, I dedicate time to helping students memorize scientific terms using flashcards. I incorporate cognitive science practices like retrieval practice, spaced repetition, and interleaving to make the flashcards more effective. These techniques help students transfer vocabulary into long-term memory, allowing them to build on their knowledge and confidently apply it in new contexts.
For example, in the calorimetry unit, students might need to understand terms like “specific heat” and “endothermic.” To help them master these terms, I create flashcards and guide students through effective study techniques. They recall the definitions from memory (retrieval), shuffle and study the flashcards in different sequences (interleaving), and revisit them regularly over time (spaced practice). By engaging with these practices, students solidify their understanding and strengthen their long-term memory, ensuring they are well-prepared for the lab. Instead of stopping mid-lab to decipher unfamiliar words, they can fully focus on understanding and applying the content. This preparation reduces cognitive overload and allows students to engage more deeply with the scientific process.
After memorizing the terms, students practice applying them in context through writing exercises, discussions, and graphic organizers. This ensures that students not only memorize the definitions but know how to apply them in context.
To learn more about this strategy, read my previous blog post titled “Flashcards Done Right: Cognitive Science Strategies for Deeper Learning.” Other vocabulary strategies can also be found here: “From Confusion to Confidence: How to Make Science Vocabulary Stick.”
3. Strengthening Conceptual Understanding with Brain Dumps
Now that students have some background knowledge and know the scientific terms, they’re better equipped to understand scientific concepts.
After briefly introducing science concepts, I use brain dumps to reinforce students’ understanding. This is a powerful strategy highlighted in Powerful Teaching by Patrice Bain and Pooja K. Agarwal1. In this activity, students write down everything they remember about a topic, such as calorimetry, without referring to their notes. This practice strengthens retrieval pathways in their memory, making the information more accessible in the future.
Brain dumps encourage students to recall knowledge independently, providing a clear picture of what they have genuinely learned and highlighting areas that need further clarification. Beyond reinforcing understanding, this strategy also primes students for lab work, ensuring they approach hands-on activities with a solid grasp of key concepts.
4. Developing Procedural Fluency Through Practice
Once students have a solid understanding of foundational concepts, they have the context and reasoning needed to approach procedural problems with confidence. In my class, procedural problems often involve math calculations applied to scientific concepts. Practicing these skills is essential for mastering the calculations and data analysis required in labs. By working on these problems in advance, students build both competence and confidence, ensuring they are fully prepared to analyze the data they will collect during their lab activities.
To support this learning process, I use a gradual release model: “I Do, We Do, You Do.” This approach provides structured scaffolding, starting with teacher-led instruction, moving to guided practice with the class, and culminating in independent application. This method ensures students develop their skills step by step, solidifying their understanding and readiness for real-world application in the lab. Then students get extensive independent practice with feedback.
For example, if the lab involves calculating the heat absorbed or released by water, I first solve a problem on the board (“I Do”) that is related to this context. Next, we solve one together (“We Do”), and finally, students solve similar problems independently (“You Do”). Mini whiteboards are a great way to check for understanding and provide immediate feedback. To learn more about mini whiteboards, read my previous blog post titled “Engage, Assess, and Transform Learning with Mini Whiteboards.”
I also use the instructional hierarchy to guide practice. First, I focus on accuracy to ensure students thoroughly understand and correctly execute each calculation, such as determining the heat absorbed or released during a reaction using the formula q = mcΔT. Once students demonstrate accuracy, I introduce fluency-building exercises where they practice these calculations more efficiently, like solving multiple examples in succession with varied data sets. Finally, I transition to application exercises where students use these calculations in real-world contexts, such as analyzing calorimetry lab results to draw conclusions about energy transfer. This progression ensures a strong foundation while gradually increasing the complexity and independence of their work.
Part B: Lab Preparation
1. Teach Students How to Use Lab Equipment
A common mistake is expecting students to learn how to use lab equipment on the same day they’re conducting the lab, which often results in cognitive overload as they try to juggle unfamiliar tools and complex procedures simultaneously. To prevent this, I dedicate a separate lesson entirely to teaching the basics of using lab equipment. This approach gives students time to focus solely on mastering the tools without the added pressure of completing the lab.
For example, before the calorimetry lab, I introduce the calorimeter in a low-stakes environment, showing a detailed YouTube tutorial and having students answer guiding questions to reinforce their understanding. This dedicated practice ensures students are comfortable with the equipment, paving the way for a smoother and more successful lab experience.
After this introduction, I provide students with hands-on practice in a low-pressure setting. During this time, they can assemble and disassemble the calorimeter. They can practice taking accurate measurements using a graduated cylinder. They also troubleshoot common errors under my guidance. This hands-on experience lets them build confidence. They gain familiarity with the equipment. This ensures they can execute the actual lab with greater accuracy and efficiency. By the time the formal experiment begins, students are equipped with technical skills. They also feel less anxious about using the equipment. This paves the way for a smoother and more successful lab experience.
2. Visualizing Lab Procedures
Before the lab, I introduce the lab procedures and ensure students understand each step. To reinforce their understanding, I use dual coding methods. Students create visuals, either digitally or on paper. They depict what they think each step looks like alongside written descriptions. Dual coding, which combines visual and verbal information, helps students process and retain the steps more effectively. This approach not only aids in memory but also allows students to anticipate what they’ll be doing, reducing confusion and building confidence for the lab.
3. Preventing Common Pitfalls
On the day of the lab, I address common mistakes students typically make. For example, I might warn them about not properly sealing the calorimeter or misreading the thermometer. I also go over the clean up procedures in detail. I then give them a formative assessment on these points using Google Forms, allowing retakes until they score 100%. This is just to ensure they’re clear on expectations.
4. Executing the Lab
To guide students through the lab, provide them with detailed handouts that include:
- Step-by-Step Instructions: Break down the lab procedure into clear, numbered steps. Students can use the visual diagrams they created.
- Data Tables: Include pre-made tables with labeled columns and rows for students to record their measurements, calculations, and observations. For instance, in a calorimetry lab, the table might have columns for the mass of the metal, the initial and final temperatures of the water, and the calculated heat transfer.
- Analysis Questions: Add space for students to answer post-lab analysis questions. These questions should prompt them to interpret their data, connect it to the underlying scientific principles, and reflect on any sources of error.
- Checklist for Completion: Incorporate a checklist to help students confirm that they have completed all required steps, including data collection, calculations, and analysis.
- Specific Tasks: List each item that needs to be cleaned, dried, and returned to its proper place (e.g., “Clean the calorimeter and return it to the equipment tray,” “Wipe down the lab bench,” “Discard used water in the designated sink”).
- Safety Guidelines: Remind students to follow safety protocols during cleanup, such as handling glassware carefully and avoiding direct contact with any heated equipment until it cools.
- Team Accountability: Specify that the entire group must remain at their lab station until the cleanup checklist is completed and verified. This prevents uneven workload distribution and ensures that all tasks are finished before students leave the area.
Why This Approach Works
Combining explicit instruction with cognitive science principles creates a powerful foundation for student success in the lab. Explicit instruction ensures students have clear, step-by-step guidance on key concepts, vocabulary, and procedures, giving them a solid understanding of both the “how” and the “why” of the experiment. Cognitive science strategies, such as retrieval practice, spaced repetition, and dual coding, reinforce this learning by helping students retain and apply knowledge effectively over time.
This approach also addresses a common challenge in labs: cognitive overload. By teaching foundational skills and concepts before the lab begins, students can practice using equipment and solving procedural problems in a low-pressure environment. This preparation allows them to focus fully on the experiment during the lab, reducing mistakes and increasing confidence.
The result? Labs become more than just a series of steps to follow. They become meaningful opportunities for discovery and learning. Students engage deeply with scientific inquiry, analyze data with clarity, and connect their findings to broader principles. By preparing students thoroughly, we empower them to think critically, collaborate effectively, and approach science with curiosity and competence.
Notes
- I am not receiving any endorsement or compensation for promoting this product. ↩︎
