Track 12. Lab-based Education


The value of experimentation to Science (and Engineering) is traceable to the 17th century, as evidenced by the motto of the Royal Society: “Nullius in verba”. As stated in [1]:
“The Royal Society’s motto ‘Nullius in verba’ is taken to mean ‘take nobody’s word for it’. It is an expression of the determination of Fellows to withstand the domination of authority and to verify all statements by an appeal to facts determined by experiment.”

In Science and Engineering, lab-based classes play an important role by allowing students to acquire experimental skills, as part of their training. This vital role is evidenced by a seminal paper authored by Feisel and Rosa (2005), which proposes a list of 13 fundamental objectives of laboratories in undergraduate engineering degrees [2]. This same paper also addresses the potential value of combining different lab environments, like remote and virtual labs.

This track aims to attract and discuss relevant contributions to the theme of Lab-based Education in Science and Engineering. Potential contributions should place the lab, or any experimental-based activities, as the “scenario” where students acquire/improve experimental skills, effectively supported by evidence. In other words, any claim(s) should be ‘verifiable by an appeal to facts determined by experiment’.

[1] History of the Royal Society. Accessed January 28th, 2021.
[2] Feisel, L. D. and Rosa, A. J. 2005. The role of the laboratory in undergraduate engineering education. J. Eng. Education, 121–130.


  • Experimental Skills
  • The role of the laboratory in STEM Education
  • Hands-on, virtual and remote labs
  • Lab-based teaching strategies

Track Scientific Committee

Gustavo Ribeiro Alves (Instituto Superior de Engenharia do Porto, Portugal) – Chair
Juarez Bento da Silva (Universidade Federal de Santa Catarina, Brazil) – Chair
Maria Arcelina Marques (Instituto Superior de Engenharia do Porto, Portugal) – Chair
Claudius Terkowsky (TU Dortmund University, Germany)
Sonia Beatriz Concari (Universidad Nacional de Rosario, Argentina)
Dominik May (University of Georgia, GA, US)
Javier García Zubía (University of Deusto, Spain)
Raul Cordeiro Correia (Instituto Politécnico de Setúbal, Portugal)
Simone M. Biléssimo (Universidade Federal de Santa Catarina, Brazil)