Expository, laboratory instruction

Totally expository laboratories ntiss some of the desirable aims of laboratory work belonging to the receptive forms of teaching and learning. The reform movement in science educatiorr, which is based on standards (National Research Council, 1996 2000), recommends a break away from exclusively receptive instruction. On the other hand, totally inquiry laboratories are crrrrently probably impracticable not only in schools but also in universities. Nevertheless, Johnstone and Al-Shuaih (2001, p. 49) supported the idea that a core of expository laboratories with substantial irrserts of inqtriry will go a long way towards achieving the desirable aims of laboratory work . 

Domin (138) distinguished four types of laboratory instruction expository, inquiry, discovery, and problem-based. These styles can be differentiated by their outcome, their approach, and their procedure. Expository and problem-based activities typically follow a deductive approach, while inquiry and discovery activities are inductive. 

The adopted styles for laboratory instructions/iinpleinentation can be either expository, inquiry-based, discovery-based, or problem-based [3]. 

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