The laboratory aims questionnaire?A new method for course improvement?

Boud, David

doi:10.1007/bf00162539

Cited by 16 publications

(6 citation statements)

References 6 publications

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“…Based on literature [7][8][9][10] and existing lab manuals, a survey on lab goals for an electronics lab was developed. The survey consists of a list of 17 goals to be scored on a five-point Likert scale (very important to not important) and an explicit question to add extra goals if needed.…”

Section: Surveymentioning

confidence: 99%

Goals of lab work in electronics: Student and staff ideas

Coppens

Bossche

Cock

2015

International Journal of Electrical Engineering & Education

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Laboratory education plays an important role in engineering education, but research on it is sparse. A key issue in the design of lab instruction is the goals that are aimed at. We investigated teachers' and students' views on goals of an electronics lab: what goals are important for teachers and what goals do students think are aimed at in the lab sessions? Moreover, we studied whether students realise what lab goals their teachers find important and we compared ideas of students in different institutions. A written survey was developed consisting of a list of lab goals to be scored on a five-point Likert scale, an open question and a question asking for a ranking of the five most important goals of the list. Based on the Likert results and on the ranking question, different ordering methods are used to compare student answers of different institutions, student answers with teachers' views, and student ideas before and after instruction. There was no clearcut most important goal, but rather a cluster of five important and three unimportant goals, both for teachers and students. They all found goals related to understanding concepts important, but disagreed on critical handling of data and practical applications. There were no major differences between institutions and students' ideas did not change after instruction.

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Section: Surveymentioning

confidence: 99%

Goals of lab work in electronics: Student and staff ideas

Coppens

Bossche

Cock

2015

International Journal of Electrical Engineering & Education

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“…The importance of manipulative skills continues to have an important role in chemical education. In subsequent articles and books, authors have made it clear that the development of these skills is a worthy goal for students to attain by including it on numerous lists of educational outcomes for laboratory work (American Association for the Advancement of Science, 1993;Anderson, 1976;Biddle & Bush, 1949;Boud, 1973;Hegarty-Hazel, 1990;Klopfer, 1971;National Association of Secondary-School Principals, 1953;National Research Council, 1996;Pella, 1961;Shulman & Tamir, 1973;Sund & Trowbridge, 1967).…”

Section: A Significant Object Of Discoursementioning

confidence: 99%

Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory Instruction

DeMeo

2005

Curriculum Inquiry

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Many studies of chemistry have described the rise of the academic chemical laboratory and laboratory skills in the United States as a result of famous men, important discoveries, and international influences. What is lacking is a perspective of the manifestations of the balances of power and knowledge between teacher and student. A Foucaultian analysis of the teaching of manipulative skills to the introductory student in high school and college in the United States during the later half of the 19th and into the 20th century has provided such a perspective. The analysis focuses on the body, specifically students' hands, and how this body has been redescribed in terms of time, space, activity, and their combinations. It is argued in the first part of this article that the teaching of manipulative skills in the chemistry laboratory can be characterized by effects of differential forms of power and knowledge, such as those provided by Foucault's ideas of hierarchical observation, normalization, and the examination. Moreover, it is evident that disciplinary techniques primarily focused on the physical hands of the student have been recast to include a new cognitive-physiological space in which the teaching of manipulative skills currently takes place. In the second part of this article, the author describes his own professional development as a laboratory instructor through a series of reflective statements that are critiqued from a Foucaultian perspective. The personal narratives are presented in order to provide science educators with an alternative way for their students to think about the relationship between one's manipulative skills and the quality of their data. The pedagogical approach is related to the maturation process of the chemist and contextualized in the current paradigm of laboratory practice, inquiry-based science education.

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“…Following this year a research project by Boud (1973) looked at the aims of the course as seen in retrospect by staff and students. The results of the project gave a working list of aims appropriate in general to an introductory physics' laboratory course and additionally indicated that as far as the students were concerned the four-hour experiments that were traditional for such an introductory course were not as effective as the new style, ie, short single-concept experiments in fulfilling these aims.…”

Section: Year Twomentioning

confidence: 99%

“…Incorporated in the redesigning of the course were the findings of the aims evaluation (Boud, 1973) following Year Two, a post-course questionnaire, and feedback from individual experiments. Choice of experiments was free and informed but pacing was introduced by individual timetables.…”

Section: Built-in Feedbackmentioning

confidence: 99%

“…To date, no really successful attempt has been made to identify overall problems by the study of a course prior to innovation, but the aims questionnaire technique developed by Boud (1973) has been used to determine how teachers and students separately perceived the aims of a laboratory course. This investigation identified differences between the importances attached to specific aims by teachers and by students as groups.…”

Section: Introductionmentioning

confidence: 99%

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A Rationally Designed Self‐service Laboratory Mini‐Course

O'Connell

Penton

Boud

1977

Programmed Learning and Educational Technology

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This article describes an attempt at the rational development of a laboratory mini-course which involved the application of research findings, consequent innovation, and successive stages of evaluation and improvement. It was necessarily short because of the time slot available, but it does provide an example which might contribute towards more effective developments for laboratory teaching in longer courses. Particular features are the considerable student involvement in the development of the experiments and the way in which each student chooses the experiments that he wishes to perform.

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The laboratory aims questionnaire?A new method for course improvement?

Cited by 16 publications

References 6 publications

Goals of lab work in electronics: Student and staff ideas

Goals of lab work in electronics: Student and staff ideas

Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory Instruction

A Rationally Designed Self‐service Laboratory Mini‐Course

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