Laboratory (Lab) and practical work are characteristic features of an undergraduate degree program in any engineering discipline. Lab teaching aims to propose a deeper understanding through experiencing theory learned in the classrooms and reach the qualitative phase of SOLO (Structure of the Observed Learning Outcomes) taxonomy in learning outcomes. The problem of surface learning in the labs comes from three main sections, namely: the Lab initial design, way of communication during the Lab and Lab assessment. In this context, we tried to provide a checklist and some practical codes of conduction to increase the efficiency of the lab course at each mentioned sections, in terms of pedagogical perspectives and at the same time stimulate deep approach to learning in students.
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