Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open university of The Netherlands

Kirschner, Paul A.; Meester, M.A.M.; Middelbeek, E. J.; Hermans, Henry

doi:10.1080/0950069930150206

Cited by 27 publications

(32 citation statements)

References 12 publications

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“…In a study of students in the Netherlands on agreement between students' expectations, experiences, and the actual objectives of the practicals, Kirschner et al (1993) stated that ''experiences do not give rise to expectation, if anything expectations determine experience'' (p. 178). This cluster had 89 students with the lowest composite averages of the 4 clusters and significant decreases from pre to post with large effects for cognitive, affective, and cognitive/affective scales.…”

Section: Summary Of Cluster Descriptionsmentioning

confidence: 99%

“…This cluster had 89 students with the lowest composite averages of the 4 clusters and significant decreases from pre to post with large effects for cognitive, affective, and cognitive/affective scales. Kirschner et al (1993) stated that ''if a student does not expect to encounter certain things in a piece of instruction, but comes across them anyways, the student will try to avoid this discrepancy (and any possible unpleasant feeling) by resisting the notion that those things were actually present in the instruction'' (p. 179). Consequently, these negative expectations were met and for some, the experiences were more negative than expected.…”

Section: Summary Of Cluster Descriptionsmentioning

confidence: 99%

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Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

Galloway

Bretz

2015

Chem. Educ. Res. Pract.

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The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective learning in the university chemistry laboratory. The MLLI was administered at the beginning and the end of the first semester to first-year university chemistry students to measure their expectations and experiences for learning in their laboratory course. To better understand what students' expectations for learning were fulfilled, and what expectations went unmet, cluster analysis was used to examine students' expectations and experiences as measured by their average scores on the MLLI at both the beginning and the end of the semester. The cluster solution yielded four clusters.Three of the four clusters consisted of parallel responses, i.e., the first cluster had both low expectations and low experiences, the third cluster had both high expectations and high experiences, and the second cluster was in the middle of the first and third. The fourth cluster had expectations similar to those of the high cluster, but surprisingly had experiences similar to those of the middle and low clusters.Descriptions of each cluster of students, including distinguishing characteristics of their learning in the laboratory, and the implications of this research are discussed.

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Section: Summary Of Cluster Descriptionsmentioning

confidence: 99%

Section: Summary Of Cluster Descriptionsmentioning

confidence: 99%

Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

Galloway

Bretz

2015

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

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“…Defining features of students' approaches to learning concerning the learner are the student's intentions (Entwistle & Entwistle, 1991), conceptions of learning (Van Rossum & Schenk, 1984;Marton & Säljö, 1997), study habits (Entwistle & Tait, 1995), motivation (Fransson, 1977) and student failure . The context, in particular the teaching/learning environment, also entails defining features of students' approaches to learning such as the assessment type (Entwistle & Entwistle, 1991), nature of the questions (Säljö, 1975;Marton & Säljö, 1997) and assessment expectations (Kirschner, Meester, Middelbeek, & Hermans, 1993), the quality of the learning environment (Entwistle & Ramsden, 1983;Sivan, Wong Leung, Woon, & Kember, 2000;Trigwell & Prosser, 1991) and discipline-and institution-specific influences (Eklund-Myrskog, 1998;Cashin & Downey, 1995).…”

Section: Introductionmentioning

confidence: 99%

On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Struyven

Dochy

Janssens

et al. 2006

Learning and Instruction

215

141

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“…Numerous studies on the resolution of problems have highlighted students' lack of scientific skills such as making a qualitative analysis of the problem, formulating hypotheses, elaborating strategies of resolution or analysing the results obtained (De Pro, 1998;Bandeira, Dupre, Ianniello, & Vicentini, 1995;Kirschner, Meester, Middelbeek, & Hermans, 1993;Lawson, 1994;Salinas, Colombo, & Pesa, 1996). However, it could be argued that although the students do not make procedures explicit when solving problems they nevertheless demonstrate many scientific skills implicitly.…”

Section: Methodology and Experimental Designmentioning

confidence: 98%

University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics

2005

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The study we present tries to explore how first year engineering students formulate hypotheses in order to construct their own problem solving structure when confronted with problems in physics. Under the constructivistic perspective of the teachingYlearning process, the formulation of hypotheses plays a key role in contrasting the coherence of the students' ideas with the theoretical frame. The main research instrument used to identify students' reasoning is the written report by the student on how they have attempted four problem solving tasks in which they have been asked explicitly to formulate hypotheses. The protocols used in the assessment of the solutions consisted of a semi-quantitative study based on grids designed for the analysis of written answers. In this paper we have included two of the tasks used and the corresponding scheme for the categorisation of the answers. Details of the other two tasks are also outlined. According to our findings we would say that the majority of students judge a hypothesis to be plausible if it is congruent with their previous knowledge without rigorously checking it against the theoretical framework explained in class.

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Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open university of The Netherlands

Cited by 27 publications

References 12 publications

Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics

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