For educators

This page discusses how working life-oriented laboratory practice can be implemented in higher education. If you are interested in trying out this model at your own institution, you will find materials here to support your teaching. Although the TE-Lab model was developed in the context of university education, it can be applied effectively at any other educational level.

Authentic research problems as the starting point for a laboratory work

In the TE-Lab model, student groups carry out assignments provided by companies with the support of a supervisor from the university staff. Students are not provided with a traditional, recipe-like laboratory instructions; instead, the work begins with familiarizing themselves with the collaborating company and the assignment, as well as getting acquainted with the available laboratory equipment.

Working life-oriented laboratory practice not only develops strong subject knowledge but also other skills required by the modern work places from higher education graduates. The activities developed around authentic research problems improve students’ communication skills, self-management skills, project planning skills, and innovation expertise. As the laboratory practice involves close collaboration with companies in the field, students get to explore the specific skills currently in demand in businesses related to their field.

In this model, collaboration between the university and companies is mutual. Companies benefit from utilizing high-quality laboratory equipment and the expertise of students at no cost. Since multiple student groups work on the same assignment, the company gains a multifaceted overview of the results.

Argumentation as the framework

In the TE-Lab model, individual laboratory work is carried out according to an instructional model that emphasizes argumentation. The model consists of seven stages:

  1. Students familiarize themselves with the company’s assignment and available resources using preparatory materials.
  2. Students, working in small groups, formulate a solution proposal for a predefined research problem and present the solution as a written research plan.
  3. The supervisor evaluates the students’ plans and, if necessary, provides corrections.
  4. Student groups implement their plans and prepare a poster presenting their results.
  5. Student groups present their findings to other students in the course and the supervisor, who critically evaluate the group’s solutions and obtained measurement results, providing feedback to the group.
  6. Based on the feedback received, student groups refine their research and, if necessary, conduct new measurements.
  7. Student groups write a report on their measurements, which is then evaluated by the supervisor. Students also report their results to the collaborating company.

Through these stages, students are guided toward critical thinking and argumentation in the advanced laboratory work module in photonics. These stages are repeated in two, three-credit laboratory works, with two months allocated for one project. However, the teaching model emphasizing argumentation can be applied to both smaller and larger laboratory works and other project work as well.