The Learning Environment of High School Students in Chemistry and Biology Laboratories

Hofstein, Avi; Cohen, Ita; Lazarowitz, Reuven

doi:10.1080/0263514960140108

Cited by 40 publications

(27 citation statements)

References 20 publications

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“…The percentage of lessons that show some degree of openness to inquiry (levels 2a, 2b and 3) increases from earth science (one of 12 lessons, 8%), chemistry (13%), biology (17%) to physics (21%). These findings are consistent with those of Hofstein et al (1996) who found that Israeli students rated biology laboratory classes to be more open ended than laboratory classes in chemistry. It may be that physics offers more opportunities for investigation style laboratory work than the other disciplines.…”

Section: Differences Between Groupssupporting

confidence: 94%

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High school laboratory work in Western Australia: Openness to inquiry

Staer

Goodrum

Hackling

1998

Research in Science Education

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Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers reveal low levels of inquiry and interesting insights into teachers' perceptions about the benefits of open inquiry for students and the difficulties for teachers. The difficulties identified by teachers represent barriers to change that must be addressed if more open inquiry laboratory work is to be implemented in schools.

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Section: Differences Between Groupssupporting

confidence: 94%

“…Responding to the SLEI, upper secondary students from six different countries rated their science laboratory classes as having very low levels of open-endedness. Also using the SLEI, Holstein, Cohen and Lazarowitz (1996) found that Israeli students rated biology laboratory classes to be more open ended than laboratory classes in chemistry.…”

mentioning

confidence: 99%

High school laboratory work in Western Australia: Openness to inquiry

Staer

Goodrum

Hackling

1998

Research in Science Education

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“…In addition, Hofstein et al (1996) found significant differences between students’ perceptions of their actual chemistry and biology laboratory environments, specifically for the dimensions of integration, open-endedness, rule clarity, and organization (Hofstein et al 1996). In that study, the biology and chemistry laboratory environments differed in the extent to which they engaged students in group work and investigation as well as more open-ended problem-solving and discussion.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing student perceptions of high-school science laboratory environments

Luketic

Dolan

2012

Learning Environ Res

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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.

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“…The Student Learning Environment Inventory (SLEI) [9] was employed in order to examine students' perceptions of a learning environment which integrates the automation devices in basic chemical experiments.…”

Section: Introductionmentioning

confidence: 99%

Characteristics and educational advantages of laboratory automation in high school chemistry

Verner

Revzin

Barnea

2011

2011 IEEE Global Engineering Education Conference (EDUCON)

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This paper presents a study of automation in the high school chemical Inquiry based laboratory. Simple computercontrolled devices for automation of basic manual operations were constructed and integrated with the data collection and management systems of the Fourier-Systems Inc. in students' lab sessions. We examined characteristics of learning in the new automated laboratory environment, evaluated educational outcomes and students' attitudes.

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The Learning Environment of High School Students in Chemistry and Biology Laboratories

Cited by 40 publications

References 20 publications

High school laboratory work in Western Australia: Openness to inquiry

High school laboratory work in Western Australia: Openness to inquiry

Factors influencing student perceptions of high-school science laboratory environments

Characteristics and educational advantages of laboratory automation in high school chemistry

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