Secondary School Chemistry Teacher's Current Use of Laboratory Activities and the Impact of Expense on Their Laboratory Choices

Autor/inn/en	Boesdorfer, Sarah B.; Livermore, Robin A.
Titel	Secondary School Chemistry Teacher's Current Use of Laboratory Activities and the Impact of Expense on Their Laboratory Choices
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 1, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boesdorfer, Sarah B.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00159b
Schlagwörter	Secondary School Teachers; Secondary School Science; Chemistry; Laboratory Experiments; Science Activities; Online Surveys; Followup Studies; Laboratory Equipment; Media Selection; Selection Criteria; Teacher Attitudes; Cost Effectiveness; Barriers; Likert Scales; Class Activities; Statistical Analysis; Iowa + Suchen Sie Ihr Suchwort? Chemie; Laboratory work; Laborarbeit; Follow-up studies; Kontaktstudium; Laborausstattung; Medienwahl; Selection criterion; Auslesekriterium; Lehrerverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Likert-Skala; Statistische Analyse
Abstract	In the United States with the Next Generation Science Standards (NGSS)'s emphasis on learning science while doing science, laboratory activities in the secondary school chemistry continues to be an important component of a strong curriculum. Laboratory equipment and consumable materials create a unique expense which chemistry teachers and schools must deal with if laboratory activities are part of the chemistry curriculum. While other barriers impacting teachers' use of laboratory activities have been researched, the impact of expense on teachers' choices is not as clear. This study sought to understand secondary school chemistry teachers' current laboratory practices and the impact expense has on their use of laboratory activities in their classroom. Using an online survey and follow-up interviews, the study found that a majority of secondary chemistry teachers surveyed use laboratory activities, though not always including scientific practices advocated by NGSS. The frequency of laboratory activities used by teachers was not statistically impacted by school type, available funds for materials, or processes to obtain funds, but was impacted by teachers' personal ideas. Interviews provided more information about the teachers using laboratory activities regularly and those not. While most teachers are using laboratory activities regularly at the current funding levels, expense, in terms of monetary and time expenses, was shown to impact the specific choice of laboratory activity. Implications for chemistry curriculum reform including the usage of laboratory activities in chemistry courses are discussed along with implications for chemistry teacher professional development. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01