How Do Different Laboratory Environments Influence Students' Attitudes toward Science Courses and Laboratories?

Autor/inn/en	Kapici, Hasan Ozgur; Akcay, Hakan; de Jong, Ton
Titel	How Do Different Laboratory Environments Influence Students' Attitudes toward Science Courses and Laboratories?
Quelle	In: Journal of Research on Technology in Education, 52 (2020) 4, S.534-549 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapici, Hasan Ozgur) ORCID (de Jong, Ton)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1750075
Schlagwörter	Scientific Attitudes; Positive Attitudes; Attitude Change; Middle School Students; Grade 7; Early Adolescents; Hands on Science; Virtual Classrooms; Science Laboratories; Preferences; Active Learning; Inquiry; Public Schools; Instructional Effectiveness; Foreign Countries; Educational Environment; Turkey + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Aktives Lernen; Public school; Öffentliche Schule; Unterrichtserfolg; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Türkei
Abstract	The science learning environment is an important factor in students' attitudes toward their science experiences in school, as well as toward science courses. This study compares how learning in different laboratory environments (hands-on or virtual) influences these attitudes for middle school (7th grade) students. Participants were 143 seventh-grade students from a public school. They were enrolled in four different seventh-grade science classes, all taught by a single teacher. Pretest and post-test responses were compared to investigate participants' attitudes toward different forms of laboratories and toward science courses. Data were gathered by giving students an attitude questionnaire (pretest and post-test) and by conducting interviews (post-test). Findings revealed that laboratory experiences have a strong impact on middle school students' attitudes toward science; after working with the laboratory environment (either hands-on, virtual, or in a combination) students had a more positive attitude toward science. Data based on the questionnaire revealed no differences in attitudinal improvement between hands-on, virtual, or combinations of these labs, although descriptive data suggested that virtual labs are more effective for attitude change than hands-on labs. This may be linked to students' overall, but slight, preference for virtual laboratories over hands-on laboratories, as became apparent from the interviews. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01