Factors influencing student perceptions of high-school science laboratory environments

Abstract

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment.

Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry

“…The laboratory learning environment in which chemistry teaching and learning occur is therefore likely to have a major influence on students' learning outcomes and impact positively on enhancement of chemistry teaching and learning. Students' perceptions of their learning environment influence how and to what extent they learn and retain knowledge (Aldridge, Fraser, & Wood, 2002;Luketic & Dolan, 2014). There are different scales which assess classroom environment.…”

Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana

“…Talisayon (2006) also found out that learners developed improved attitudes towards science as a result of practical courses. Luketic and Dolan (2013) assert that practical activities foster positive attitudes and interest in science. Practical work provides motivational benefits such as interest and enjoyment, development of skills and science knowledge, learning about scientific method and developing scientific attitudes.…”

Science Investigation

“…Millar argues that through observation and manipulation of objects students are more likely to make the links between the domains of objects and ideas. Assertions are made about the benefits of laboratory work, including fostering positive attitudes and interest in science (Hoffstein and Lunetta 1982;Luketic and Dolan 2013). Dkeidek et al (2012) consider science laboratories provide an ideal environment for students to work cooperatively and investigate scientific phenomena.…”

“…In almost all cases, the investigation they were to do was either set out in the workbook or students were told what they were going to do. Luketic and Dolan (2013) argue that teachers can respond to the SLEI results and make appropriate changes to make the laboratory environment conducive to student learning. This is contrary to Rudduck and McIntyre's (2007) research where students wanted autonomy and control over their learning.…”