Assessing High School Student Learning on Science Outreach Lab Activities

Autor/in	Thomas, Courtney L.
Titel	Assessing High School Student Learning on Science Outreach Lab Activities
Quelle	In: Journal of Chemical Education, 89 (2012) 10, S.1259-1263 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200320g
Schlagwörter	Academic Achievement; Tests; Botany; Science Laboratories; Outreach Programs; High School Students; Secondary School Science; Scores; Teaching Methods; College School Cooperation + Suchen Sie Ihr Suchwort? Schulleistung; Examination; Prüfung; Examen; Botanik; Jobcoaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and followed up with a postquiz. The percentage of correct answers on the pre- and postquiz was tallied for each student and each question. A paired t-test was performed to detect differences in scores. Student scores increased significantly after both laboratory activities both years (p less than 0.001). For each gas chromatography of alcohols quiz question, a significant increase was observed the second year (p = 0.041), but not the first year (p = 0.11). For each photosynthesis and respiration quiz question, a significant increase was observed the first year (p = 0.038), but not the second year (p = 0.066). However, when one specific photosynthesis and respiration quiz question was omitted, both years showed a significant increase (first year, p = 0.0064; second year, p = 0.039). Overall, these results indicate laboratory activities provided by science outreach programs can positively contribute to student learning. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10