Effects of experimental learning – outcomes of an empirical study in the vocational field of structural engineering

Bünning, Frank

doi:10.5172/ijtr.2013.11.1.44

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Procedural knowledge was also foregrounded when the practical subject included training for particular processes, such as "a complex procedure in the biomedical domain" (Hoareau et al, 2017, p. 786), project management in structural engineering (Bünning, 2013) and construction (Deitmer & Heinemann, 2017). A rich base of procedural knowledge was necessary in the field of caregiving, where routines were often changing and needed to be "deliberated, thoroughly examined and adapted to face new challenges" (Poortman et al, 2011, p. 268).…”

Section: From Routine To Complex Processesmentioning

confidence: 99%

Practical subjects in the vocational curriculum: A critical review of the literature

Winberg

Hollis-Turner

2021

J. educ. (Univ. KwaZulu-natal)

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There is a growing number of studies in the field of vocational education and training, but not many focus on the practical subjects that prepare students for transition to workplaces. This critical review of the literature on practical subjects in vocational colleges set out to contribute to debates on the relationship between theory and practice in vocational education through a particular focus on the knowledge forms that are evident in curricular and pedagogical practices in practical subjects. The critical review identified the conceptual, procedural, technical, and contextual forms of knowledge in practical tasks and activities. Based on these findings and drawing on the concept of semantic gravity in Legitimation Code Theory, we found stronger and weaker forms of semantic gravity in practical knowledge and propose that strengthening and weakening semantic gravity through the purposeful selection and sequencing of tasks and activities enables cumulative knowledge building towards competent practice.

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Section: From Routine To Complex Processesmentioning

confidence: 99%

Practical subjects in the vocational curriculum: A critical review of the literature

Winberg

Hollis-Turner

2021

J. educ. (Univ. KwaZulu-natal)

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“…Previously, there are several researches already conducted to test the effectiveness of inquiry based laboratory method, such as a research conducted by Azer et al (2013), this research investigating the students' conceptual mastery and attitude after treated with laboratory learning (Olubu, 2015). Also a research conducted by Bünning (2013) which evaluate empirically the effects of experimental learning on learning achievement (Bunning, 2013) and the research that conducted by Olubu (2015) also investigated the effects of laboratory learning environment on students' learning outcomes in secondary school Chemistry, almost all of them showed a positive effect. Such research could further suggest changes to educational standards and practices (Olubu, 2015).…”

Section: Introductionmentioning

confidence: 99%

Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS)

Wardani

Winarno

2017

J. Sci. Learn.

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The aim of this study was to determine the effect of inquiry-based laboratory activities on the students’ understanding of the nature of science (NOS) in learning lights and optics topic. The method used in this research is quasi experiment. Sampling technique using cluster random sampling and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 45 students, consisting of the experimental class (n = 24 students) and the control class (n=21 students). The experimental class is taught by inquiry-based laboratory activities, while the control class is taught by non-inquiry laboratory activities. The result of this research shows that the experimental class got N-Gain of 0.60, while the control class got N-Gain of 0.44, and both classes proven to have statistically significant different improvement.

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“…Also a research conducted by Bünning (2013) which evaluate empirically the effects of experimental learning on learning achievement [11]. And, the research conducted by Olubu (2015) also investigate the effects of laboratory learning environment on students' learning outcomes in secondary school Chemistry.…”

Section: Introductionmentioning

confidence: 99%

Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Conceptual Understanding

Wardani

Widodo

Winarno

2017

J. Phys.: Conf. Ser.

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Abstract. The aim of thisresearch is to investigate the effect of inquiry based laboratory activity by comparing the inquiry and non-inquiry laboratory activity in terms of students' conceptual understanding among junior high school students in the topic of lights and optics. It also investigated the effectiveness of this method to male and female students. The method used in this research was quasi experiment which used two classes, where one class was randomly taken as the experimental class and the other one as the control class. Each class consists of 20 students.The result of this research shows that the average gain of the experimental class was 0.70, while the control one got 0.56. Means that the conceptual understanding of experimental class is statistically different with the control one. It is concluded that the inquiry based laboratory activity give better effect in improving students' conceptual understanding and inquiry-based laboratory activities were found to have the same effectiveness for male and female students.

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Effects of experimental learning – outcomes of an empirical study in the vocational field of structural engineering

Cited by 4 publications

References 3 publications

Practical subjects in the vocational curriculum: A critical review of the literature

Practical subjects in the vocational curriculum: A critical review of the literature

Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS)

Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Conceptual Understanding

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